From Research to Practice: A Systematic Review of Practitioner-Implemented Video-Based Instruction for Students With Intellectual and Developmental Disabilities

Video-based instruction (VBI) is an evidence-based practice for students with intellectual and developmental disabilities (IDDs), yet it remains one of the least frequently implemented practices according to practitioner reports-mainly because they lack training and preparation time. To evaluate the feasibility and efficacy of practitioner-implemented VBI, we conducted a systematic review and examined 25 single-case design studies in which teachers and paraeducators delivered VBI to 76 students with IDD. Studies were methodologically rigorous, meeting an average of 96% of applicable Council for Exceptional Children quality indicators, and the total success estimate was 85.2%. However, several important methodological and implementation gaps remained: (a) implementation fidelity across conditions (i.e., 5.3) was the weakest indicator (72%), (b) more than one-third of studies provided no description of how practitioners were trained, (c) and maintenance and generalization were both under-reported. Practitioners also raised concerns about access to instructional materials, the implementation of interventions, and the effectiveness of these interventions. Future researchers should report practitioner training with replicable precision, program and probe generalization systematically, and evaluate the resources classroom practitioners need to sustain VBI.