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Video‐Based Interventions for Teaching Individuals With Disabilities Employment Skills: A Systematic Review.

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Title: Video‐Based Interventions for Teaching Individuals With Disabilities Employment Skills: A Systematic Review.
Authors: Vallecillo, Yelba1 (AUTHOR) Yelba.y.vallecillo@wmich.edu, Visitacion, Kyle1 (AUTHOR), Dyer, Erin1 (AUTHOR), Hockman, Adam1 (AUTHOR)
Source: Psychology in the Schools. Nov2025, Vol. 62 Issue 11, p4702-4724. 23p.
Subject Terms: *Intellectual disabilities, *Autism spectrum disorders, *Job skills, *Visual learning, *Instructional films, Task analysis
Abstract: Individuals with intellectual disabilities (ID) and autism spectrum disorder (ASD) often experience barriers to employment, contributing to persistently low employment rates within this population. Proficiency in social and technical skills is essential for obtaining and maintaining employment. One evidence‐based approach for teaching these skills is video‐based intervention (VBI). This systematic review examined 40 studies evaluating the application of VBI to teach employment‐related skills to individuals with ID and ASD. Findings suggest that VBI is a promising intervention for teaching employment‐related skills beyond the transition age. Video prompting (VP) was frequently used for technical skill acquisition, whereas video modeling (VM) was commonly applied to teach social skills. However, participant representation was limited, with most participants identified as White males aged 18 to 24, limiting generalizability of findings. Additionally, variation in the readability of task analysis (TA) steps may have influenced intervention outcomes. Despite an expanding evidence base, gaps remain in understanding the optimal number of TA steps and video duration necessary for effective implementation. Future research should assess the readability of TA steps using standardized measures and prioritize recruitment of more diverse participant samples to enhance the applicability of VBI across populations. Summary: Video‐based interventions (VBIs) are effective for teaching a range of employment‐related skills to individuals with ID and ASD.Short video prompting (VP) video clips (4–40s) are practical and effective for teaching technical tasks.Longer video modeling (VM) clips support the teaching of complex social skills. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Video‐Based Interventions for Teaching Individuals With Disabilities Employment Skills: A Systematic Review.
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  Data: <searchLink fieldCode="AR" term="%22Vallecillo%2C+Yelba%22">Vallecillo, Yelba</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Yelba.y.vallecillo@wmich.edu</i><br /><searchLink fieldCode="AR" term="%22Visitacion%2C+Kyle%22">Visitacion, Kyle</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dyer%2C+Erin%22">Dyer, Erin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hockman%2C+Adam%22">Hockman, Adam</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Nov2025, Vol. 62 Issue 11, p4702-4724. 23p.
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  Data: *<searchLink fieldCode="DE" term="%22Intellectual+disabilities%22">Intellectual disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Autism+spectrum+disorders%22">Autism spectrum disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Job+skills%22">Job skills</searchLink><br />*<searchLink fieldCode="DE" term="%22Visual+learning%22">Visual learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+films%22">Instructional films</searchLink><br /><searchLink fieldCode="DE" term="%22Task+analysis%22">Task analysis</searchLink>
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  Data: Individuals with intellectual disabilities (ID) and autism spectrum disorder (ASD) often experience barriers to employment, contributing to persistently low employment rates within this population. Proficiency in social and technical skills is essential for obtaining and maintaining employment. One evidence‐based approach for teaching these skills is video‐based intervention (VBI). This systematic review examined 40 studies evaluating the application of VBI to teach employment‐related skills to individuals with ID and ASD. Findings suggest that VBI is a promising intervention for teaching employment‐related skills beyond the transition age. Video prompting (VP) was frequently used for technical skill acquisition, whereas video modeling (VM) was commonly applied to teach social skills. However, participant representation was limited, with most participants identified as White males aged 18 to 24, limiting generalizability of findings. Additionally, variation in the readability of task analysis (TA) steps may have influenced intervention outcomes. Despite an expanding evidence base, gaps remain in understanding the optimal number of TA steps and video duration necessary for effective implementation. Future research should assess the readability of TA steps using standardized measures and prioritize recruitment of more diverse participant samples to enhance the applicability of VBI across populations. Summary: Video‐based interventions (VBIs) are effective for teaching a range of employment‐related skills to individuals with ID and ASD.Short video prompting (VP) video clips (4–40s) are practical and effective for teaching technical tasks.Longer video modeling (VM) clips support the teaching of complex social skills. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Job skills
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              Text: Nov2025
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              Y: 2025
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