Systematic Review of Video-Based Instruction to Teach Employment Skills to Secondary Students With Intellectual and Developmental Disabilities
Abstract
Individuals with intellectual and developmental disabilities (IDD) have significantly lower employment rates than those without disabilities, with studies showing employment rates as low as 14% for adults with IDD. This systematic review examined the application and effectiveness of video-based instruction (VBI) as an intervention to teach employment skills to secondary students with intellectual and developmental disabilities, with the goal of improving their post-school employment outcomes.
Methodology
This systematic review followed PRISMA guidelines and included a comprehensive search of multiple databases including:
- PsycINFO
- ERIC
- PubMed
- Academic Search Complete
Inclusion Criteria:
- Participants: Secondary students (ages 14-22) with intellectual and developmental disabilities
- Intervention: Video-based instruction targeting employment skills
- Study design: Single-case research design or group experimental studies
- Publication timeframe: Studies published through 2022
Key Findings
Evidence Base
Twenty-one studies met inclusion criteria, providing strong evidence that VBI is an effective intervention to prepare secondary students with IDD for future employment. The studies demonstrated:
Most Effective Intervention Combinations
- Video prompting with error correction was the most frequently used and effective intervention combination
- Video modeling with reinforcement showed consistent positive outcomes
- Progressive video prompting (starting with full videos, then fading to partial prompts) proved highly effective
Skill Categories Successfully Taught
- Technical skills: Task completion, assembly operations, food preparation
- Safety skills: Workplace safety procedures, equipment handling
- Social skills: Workplace interactions, following supervisor instructions
- Independence skills: Task initiation, quality checking, problem-solving
Limitations Identified
Despite positive outcomes, the review revealed several limitations:
Limited Occupational Diversity
- Most studies focused on repetitive, technical tasks
- Limited representation of service industry skills
- Few studies addressed professional or semi-professional skills
Setting Constraints
- Majority of studies conducted in school settings
- Limited authentic workplace implementation
- Insufficient focus on generalization to real employment contexts
Participant Characteristics
- Most studies included students with mild to moderate disabilities
- Limited representation of students with significant support needs
- Geographic and cultural diversity was limited
Implications for Practice
For Educators and Transition Specialists
- VBI should be considered a primary intervention for employment skill instruction
- Error correction procedures should be systematically incorporated
- Focus on generalization planning from the outset
For Researchers
- Future studies should expand to diverse occupational categories
- More authentic workplace research is needed
- Long-term employment outcome studies are essential
for Policymakers
- Investment in video-based instruction technology is supported by evidence
- Professional development for educators on VBI implementation is needed
- Policy should support authentic workplace training opportunities
Future Research Directions
- Expand occupational contexts: Research VBI effectiveness in service industries, healthcare, technology, and other growing employment sectors
- Authentic workplace studies: Conduct research in actual employment settings with employer participation
- Long-term follow-up: Track employment outcomes 1-5 years post-graduation
- Diverse populations: Include students with more significant support needs and diverse cultural backgrounds
- Technology advancement: Explore virtual reality, augmented reality, and AI-enhanced video instruction
Published in: Journal of Special Education Technology, Vol. 38(3), pp. 288-300 (2023)
DOI: 10.1177/01626434221094793
Keywords: Systematic review, video-based instruction, employment skills, intellectual disabilities, developmental disabilities, transition services, vocational education