Paraprofessional-Delivered Video Prompting to Teach Academics to Students with Severe Disabilities in Inclusive Settings.
Paraprofessionals can lift academic accuracy right away by showing a brief video model before the task.
01Research in Context
What this study did
Three elementary students with autism and intellectual disability were in general-education classrooms.
Their paraprofessionals showed each child a short video right before an academic task.
The clips modeled the exact steps; kids watched, then did the work.
Researchers tracked correct answers across several school days.
What they found
Every child’s correct responses jumped right after the video prompt.
The gains held steady; no extra rewards were needed.
A clear link showed: video first, better work right after.
How this fits with other research
Stauch et al. (2018) used video modeling with older students for social skills instead of academics.
Together the studies show the tool works across ages and goals.
Yakubova et al. (2022) later taught math to one preschooler through live online videos.
Both papers found positive results, but the newer study added virtual blocks and error fixes.
The move from in-person paraprofessional clips to live online lessons is a natural next step.
Why it matters
Your aide can film a quick model on her phone and hit play before the worksheet.
No extra staff, no tokens, just a 30-second clip.
Try it for any step-by-step task and track correct answers for one week.
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02At a glance
03Original abstract
Video prompting is effective for teaching a variety of skills (e.g., daily living, communication) to students with autism and intellectual disability; yet, little research exists on the efficacy of these strategies on academic skills, in inclusive settings, and with typical intervention agents. Authors collaborated with paraprofessionals to select socially important academic skills (i.e., literacy, social studies, science, and math) aligned with students' IEPs and content taught in their inclusive classes. Results from the multiple probe across participants and skills design indicated a functional relation between the paraprofessional-delivered video prompting and correct responding to academic tasks for all three elementary students with autism and intellectual disability. Implications for practitioners, study limitations, and recommendations for future research are discussed.
Journal of autism and developmental disorders, 2018 · doi:10.1007/s10803-018-3476-2