Teaching multi-step math skills to adults with disabilities via video prompting.

Kellems et al. (2016) taught adults with disabilities to solve multi-step math problems. They used short videos that showed one step at a time. After each clip, the learner tried that step before the next video played.

Nine adults joined the study. The math tasks were real-life jobs like figuring a tip or cutting a recipe in half. The team counted how many steps each person got right before and after the videos.

Eight of the nine adults jumped from almost zero correct steps to nearly perfect scores right after the videos started. The gains showed up the first day and stayed high while the study ran.

One adult improved more slowly, but still beat baseline levels. Staff only needed to give extra help on a few steps for that learner.

Milata et al. (2020) got the same fast success when they used video modeling plus prompts to teach teens with autism to use a debit card. Both studies show the combo works for multi-step community math.

Callahan et al. (2010) also saw quick gains with computer video lessons for food-prep math, but skills dipped later until a single review session was added. O et al. did not test long-term maintenance, so plan that review just in case.

Nevin et al. (2005) found no difference between video modeling and static pictures for ATM use. If you lack time to shoot and edit clips, picture cards can still work.

You can add video prompting to your toolbox today. Film the task on your phone, cut it into short clips, and let the learner control the pace. Start with tips, discounts, or budget forms adults actually face. Pair the videos with a quick probe the next week to lock the skill in place. No extra staff time is needed once the clips are made, and most learners master the steps in one or two sessions.