This review first examined the effects of self-monitoring and video feedback on the acquisition of social, communicative, everyday life, and motor skills in persons with developmental disabilities. The effects of two types of self-monitoring procedures were evaluated. For in vivo self-monitoring, the participants were asked to perform tasks and record the responses concerning these tasks. The competition of performing and recording responses would interfere with the acquisition of the tasks and inhibit the fluency of the performance. For video self-monitoring, the participants were asked to concentrate on performing the task after which they were asked to monitor the video and record their responses. This kept the performance at higher level. As for video feedback, the participants were informed as to whether their response was correct or incorrect. This procedure provided feedback concerning the task and reinforced the performance and recording response in the self-monitoring procedure. Finally, we discussed the applicability of these procedures for children with developmental disabilities and who have limited language and behavior repertoire.

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