Abstract
Video-prompting has been found to be effective for teaching skills to students with severe developmental dis-abilities. However, there has been little research on the effectiveness of video-promoting for teaching leisure activities to students with multiple disabilities. This study evaluated the efficacy of iPad-based video-prompting for the teaching of leisure activities to high school students with multiple disabilities. A multiple-baseline design across three participants was employed to evaluate intervention effectiveness. The findings indicated that all participants were able to successfully and independently perform the leisure activity after the intervention, and the students maintained their knowledge of the learned skills after two weeks. While using video-prompting in teaching the leisure activity (listening to music), there was an immediate positive change in the three students' performance levels in the independent completion and acquisition of the steps of listening to music activity. Therefore, it was concluded this video-prompting iPad-based instructional method was effective for teaching leisure activities to students with multiple disabilities.