The purpose of the conduction of this study was to examine the impact of video modeling (VM) intervention. Although other studies have explored this phenomenon before, this study checks the impact of VM in conjunction with a system of least prompts (SLP) to teach safety skills using cell phones to students with a moderate intellectual disability.

This study was a multiple-probe design with a sample size of three participants was used to assess student acquisition, taking and sending a picture of a critical identifier during a role-play scenario in which students pretended to be lost in the community. Intervention sessions were conducted at the location of students’ middle school, at their community-based instruction site, and at an unfamiliar community location. All students successfully learned to take and send the picture in the community locations at the mastery criterion. They also successfully generalized the skills at an unfamiliar community site.

This study provided through its findings the implications of the use of VM to address the integration of technology with safety skill instruction and other areas of future research that are discussed.