Brief report: learning via the electronic interactive whiteboard for two students with autism and a student with moderate intellectual disability.

Three high-school students—two with autism and one with moderate ID—learned new task chains on a classroom SMART Board.

The board played short video models, then asked the kids to check off each step themselves.

Researchers used a multiple-baseline design across students to see if the kids could run the whole routine alone.

All three students learned the new chains and needed no adult help after a few sessions.

They also talked and gestured more while using the board, showing extra social interaction.

McMahon et al. (2014) got similar fast learning when adults with ID used a computer HIV program—both studies show computers can teach without a live teacher.

Azrin et al. (1969) used tokens to make students with ID follow group instructions; Gulnoza’s 2013 study replaces tokens with self-run video, letting the student be both learner and teacher.

Chung et al. (2019) watched high-schoolers with IDD in inclusive rooms and saw very low peer interaction—only about 25 % of intervals. Gulnoza’s SMART Board setup flips that picture by giving students a shared screen that invites talking and pointing.

You can park a kid at the SMART Board, hit play, and walk away while the video model plus self-checklist does the teaching. Try it next time you need to train hand-washing, snack prep, or locker routines—no extra staff required.