Video recorders and personal computers are common devices increasingly used in educational and recreational activities. Four adolescents who were intellectually disabled and who each had additional physical disabilities (speech articulation problems, epilepsy, fine motor control deficits) were taught the correct operation of either a video recorder or a personal computer using increasing assistance prompting. Least-to-most prompt levels were a nonspecific verbal prompt, a specific verbal prompt, a gestural prompt, and full manual assistance. Direct assistance was rarely required, and the number and intrusiveness of prompts needed diminished with training. Skills transferred to another teacher, another setting and, with additional training, to other video recorder and personal computer models.