Video-based interventions (i.e., video prompting and video modeling) have been acknowledged as efficient evidence-based practices to teach social or living skills to students with intellectual and developmental disabilities (IDD). However, this strategy has been used less to teach these students' academic skills, such as literacy skills, and this teaching has typically been directed at young students. Given that, the aim of this study was to teach secondary school students with IDD to find a word in the dictionary by using an intervention package which included video prompting and video modeling strategies. Also, it explores social validity on the implementation of the video-based intervention through a brief questionnaire answered in interview format. A multiple probe across participants design was used to assess the effectiveness of the intervention in three students. Also, practitioners emphasized the usefulness of these strategies when teaching academic skills. The results suggest that participants successfully learned how to use the dictionary to search for an unknown word, although for one of the participants the last step was not reached. Further details of the interventions, procedures and results are provided, and implications for research and practice are discussed.
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