How do educators learn to be teacher leaders? In this qualitative survey research study, we explored perceptions of 227 former induction program participants concerning teacher leadership (65% response rate). Methodologically, we conducted qualitative coding of open-ended survey data. Defined teacher leadership, participants often referred to…

Individuals with intellectual disabilities are underemployed when compared to their non-disabled peers. This employment gap has major implications for teachers working with students with moderate to severe intellectual disabilities. The federal government has mandated that educators work to increase beneficial post-school outcomes, including…

Autism Spectrum Disorder (ASD) is a lifelong developmental disability that affects social development and social communication. As the prevalence of ASD increases, more children on the spectrum are growing into adolescents and young adults. Adolescents have unique needs as they transition from childhood to adulthood. One imperative skill deficit…

Preparing secondary students with autism spectrum disorder (ASD) for a variety of potential professions is important to enhance their postsecondary employment outcomes. This article provides step-by-step guidelines for practitioners to use video modeling interventions to develop the customer service skills of students with ASD who are employed or…

The article presents key components of a pedagogical system for professional and ethical training of future social workers, which contribute to increasing their level of professional ethics. It determines the essence of the pedagogical system, which unities the processes of forming, developing, education and learning with all forms, methods and…

Adolescents' verbal and nonverbal communication skills were compared before and after training in a workforce readiness training program, Language for Scholars (LFS), and a study skills program, Ideal Student Workshop (ISW). A cross-over design was used, ensuring that 44 adolescents received both programs and acted as their own control. The LFS…

The purpose of the present study was to compare the effectiveness and efficiency of simultaneous prompting with and without video modeling in teaching food preparation skills to four participants with autism spectrum disorder, whose ages ranged from 5 to 6 years old. An adapted alternating treatment single-case experimental design was used to…

The current study aimed to identify the impact of video modeling upon teaching three pupils with Down syndrome the skill of preparing a simple meal (sandwich), where the training was conducted in a separate classroom in schools of normal students. The training consisted of (i) watching the video of an intellectually disabled pupil, who is…

Federal mandates require teachers to implement evidence-based strategies in their classrooms; however, due to gaps between research and practice, these evidence-based practices are inconsistently implemented across educational settings. Although intended to address this, teacher professional developments are most commonly delivered in a…

The purpose of this study was to determine the effectiveness of a video modeling intervention with concrete-representational-abstract instructional sequence in teaching mathematics concepts to students with autism spectrum disorder (ASD). A multiple baseline across skills design of single-case experimental methodology was used to determine the…

Background: People with intellectual and developmental disabilities (IDD) often demonstrate difficulties in social skills. The purpose of this study was to examine the effects of a comprehensive intervention program on the acquisition of social skills among students with mild IDD. Method: Single subject multiple baseline design across situations…

The purpose of this study was to examine the effects of augmented reality to teach a chain task to three elementary-age students with autism spectrum disorders (ASDs). Augmented reality blends digital information within the real world. This study used a marker-based augmented reality picture prompt to trigger a video model clip of a student…

The video modeling (VM) teaching strategy is one in which a student watches a video of someone performing a specific behavior, skill, or task and is then expected to complete the behavior, skill, or task. This column discusses the variety of ways in which VM has been documented within the literature and supports teacher interest in the strategy by…

Children with autism spectrum disorders (ASD) often experience substantial delays in developing appropriate play skills. Video modeling interventions have been successfully used to teach new skills with this population (Shukla-Mehta et al. in Focus on Autism and Other Developmental Disabilities, 25, 23-36 2010). This paper reviews video modeling…

Objectives: The effects of iPod-based visual activity schedules with embedded video models (video-enhanced activity schedules) on the academic skills and challenging behavior of children with autism spectrum disorder (ASD) were evaluated. Methods: A multiple baseline design across three target skills was used with two participants, ages 9 and 11,…