Examining Generalization Within Video Feedback Procedures for Individuals With Intellectual Developmental Disorders: A Literature Review

ABSTRACT Video feedback is one type of video‐based intervention often used to teach individuals diagnosed with intellectual developmental disorders (IDD). Although prior reviews briefly mention video feedback, none have focused on the published studies that used this procedure to teach individuals with IDD and identify the strategies employed to facilitate and assess generalization. Therefore, the purpose of this review was to synthesize 21 empirical studies that met inclusion criteria to examine the authors' application of generalization strategies and summarize the methods used to assess participants' generalization and maintenance outcomes. Results indicate that most studies incorporated sufficient response and stimulus exemplars and combined self‐management strategies into video feedback sessions to promote clinically significant behavior change. The limitations of the current literature, along with suggestions for practitioners and future researchers, are discussed.