Teaching Students With Autism Spectrum Disorder and Intellectual Disability to Independently Access and Use Point-Of-View Video Models for Virtual Instruction.

This article focuses on instructional strategies for teaching students with Autism Spectrum Disorder (ASD) and Intellectual Disability (ID) to independently access and use online learning platforms through point-of-view video modeling, visual task analysis, and least-to-most prompting. It highlights the challenges faced during the Covid-19 pandemic when remote learning became necessary, emphasizing the importance of developing students’ technological skills to engage with virtual instruction without adult support. The article details a special education teacher’s approach to creating individualized visual task analyses and video models to teach students how to navigate online platforms, incorporating assistive technology and systematic prompting to foster independence. It also underscores the role of family involvement and collaboration to generalize these skills to the home environment, ultimately aiming to support students’ current Individualized Education Plan (IEP) goals and future postsecondary and vocational success.