Many individuals who have been diagnosed with intellectual disabilities (ID) often lack or are not taught independent living skills such as cooking. Because of inadequate preparation, young adults may then struggle with completing certain tasks, accomplishing personal goals, or integrating within their community. Previous research has suggested that the use of video prompting is an effective resource for teaching independent living skills (Taber-Doughty et al, 2011). A multiple-baseline design across participants was implemented to evaluate the effectiveness of video prompting to teach cooking skills to three adults with ID. A 21-step task analysis of cooking chocolate chip pancakes was developed and then used to create a picture recipe guide and video-prompting guide. During baseline, participants were unsuccessful when utilizing a picture recipe to make chocolate chip pancakes. During intervention participants used the Task Analysis app to cook chocolate pancakes through video prompting. All three participants were able to increase their ability to demonstrate the target skill; yet, only one participant met mastery criterion. One participant was able to successfully generalize the skill to their home kitchen. Results indicate that video prompting may be an effective method to teach young adults with ID independent living skills such as cooking but prerequisite skills may be taught prior to video-prompting (e.g., how to measure ingredients, how to flip a pancake). Implications for future research and practice are discussed. Keywords: Video prompting, independent living skills, intellectual disability, cooking skills
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