Using Video Prompting and Modeling on Mobile Technology to Teach Daily Living Skills: a Systematic Review

Objectives The purpose of this systematic review was to investigate the effectiveness of video prompting and modeling with handheld devices/mobile technology to increase the ability of individuals with ID to engage in daily living skills. Methods A comprehensive systematic search in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards to identify relevant experimental studies utilizing video prompting or modeling on handheld devices to teach daily living skills for individuals with ID was conducted. Results Twenty-four SCRD studies met criteria for inclusion involving 64 participants with varying levels of ID with 79% (N= 19) of studies involving domestic skills (e.g., cleaning, cooking, doing laundry), and 21% (N= 5) involving community skills; 75% (N= 18) used video prompting, 21% (N= 5) used video modeling, and 4% (N = 1) used both. Conclusions Effect sizes and visual analysis indicated that video prompting or modeling through handheld devices were effective in teaching daily living skills to individuals with ID. Future research for this population should include studies to teach personal skills (e.g., dressing, grooming, toileting) as there were no studies in this domain.

Automated summary

This systematic review investigates the effectiveness of video prompting and modeling with handheld devices/mobile technology in improving daily living skills for individuals with ID. The results suggest that video prompting or modeling through handheld devices are effective in teaching daily living skills to individuals with ID, but studies on personal skills are lacking.