Comparing the effects of video prompting with and without error correction on skill acquisition for students with intellectual disability

This study used an iPod Touch to compare the effects of video prompting with and without error correction on the acquisition of two daily living skills across three students with moderate to profound intellectual disability and an extremely limited daily living skills repertoire. An adapted alternating treatments design within a multiple probe across participants design was used to demonstrate that the inclusion of error correction from the outset of intervention increased the efficiency of skill acquisition for at least one task for two students. For the third student, some skill acquisition was observed using video prompting both with and without error correction, but more stable responding was achieved using in vivo instruction.