A Practitioner’s Guide to Creating Multimedia Simulated Instruction for Students with Intellectual Disability
JAASEP 21(2) (2026) 15-32
Abstract
Students with intellectual disability benefit from direct instruction of community-referenced skills. Community-referenced skills are frequently taught through community-based instruction (CBI) however, CBI presents logistical barriers that can be difficult. Multimedia simulated instruction (MMSI) combines visual, auditory, and interactive elements to simulate real-world scenarios, providing a dynamic and engaging learning experience. This paper presents a framework for practitioners to develop MMSI that addresses the unique cognitive and learning needs students. A seven-step blueprint to creating MMSI, with careful and practical considerations given at each step, is presented with an illustrative scenario to demonstrate the practicality of MMSI. Key steps include deciding which skills to teach and the components of MMSI, analyzing transportation and logistical barriers, creating the materials and progress monitoring tools, and considering multimedia simulated components of the intervention. The paper emphasizes the benefits (cost, time, replication) of MMSI for both the student and practitioner.
Keywords: Intellectual disability, Multimedia instruction, Framework
DOI: https://doi.org/10.64546/jaasep.640
