The Use of Video-Based Instruction to Teach Hygiene Skills to Individuals With Developmental Disabilities

Individuals with developmental disabilities often struggle to learn hygiene skills, which can lower their quality of life. Video prompting (VP) is an evidence-based practice used to teach skills to individuals with disabilities. This article extends the current literature on VP interventions by focusing on teaching hygiene skills. It investigates the efficacy, social validity, and level of independence of using VP via a multiple-baseline across behaviors research design. Three junior high school–age participants with developmental disabilities were given a VP intervention on an iPad to improve hygiene skills. Skills taught included teeth brushing, teeth flossing, face washing, and eye makeup application. All three participants reached and maintained mastery of each target skill. Social validity data indicated that using VP interventions was socially acceptable. Not every participant was able to access the VP intervention independently. VP is a viable intervention to teach hygiene skills to individuals with developmental disabilities.