Abstract

This study investigated the perceptions of special education teachers regarding the advantages of using video prompting for teaching daily living skills to young adult students with moderate intellectual disability. The teachers who implemented video prompting (N = 194) responded to a survey containing twenty-six items. This study involved analysis using descriptive statistics, ANOVA, and t-tests. The results of the study showed that the perceptions of the teachers regarding the advantages of teaching daily living skills with the use of video prompting were favorable. It was found that the teachers agreed that video prompting has been shown to be an effective method of teaching daily living skills to young adult students with moderate intellectual disability.