Introduction According to the United States Department of Education, autism is defined as a neural developmental disorder characterized by impaired social interactions and verbal and nonverbal communication. Individuals with autism spectrum disorder (ASD) may also exhibit attention deficits, engage in repetitive behaviors, resist environmental changes, have unusual sensory experiences, and may exhibit inappropriate behaviors that negatively impact educational performance (Delano, 2007). The incidence of children identified with ASD has been steadily increasing and has therefore changed the dynamics of education. Due to the dramatic increase in the number of children diagnosed with autism over the past fifteen years, the demand for research-based practices necessary to educate this population of individuals is also increasing and has now become part of our law. Limited evidence-based interventions have created tension and a sense of urgency for educators and professionals who provide programming and therapeutic services to children with ASD. Recent research on the effectiveness of video modeling as an instructional approach for individuals with disabilities has proven to be a promising intervention for teachers, which has implications for its use with students with autism in the classroom (Banda, Matuszny, & Turkan, 2007). The research question addressed in this study is: How effective are video modeling interventions in improving the behaviors of individuals with autism during large group teaching sessions? Problem Statement The origin of video modeling is believed to have theoretical roots in Albert Bandura's social learning theory in the early 1970s (Bellini & Akullian, 2007). Through his research, Bandura was able to produce…half of the article…with autism. Journal of Autism and Developmental Disorders. 2000; 30, 537–552. Delano, M. E. (2007). Video modeling interventions for individuals with autism. Remedial and Special Education, 28(1), 33-42. Graetz, J. E., Mastropieri, M. A., & Scruggs, T. E. (2006). Showtime: Using video self-modeling to reduce inappropriate behavior. Teaching Exceptional Children, 38(5), 43-48. Nikopolus, C. K., & Nikopoulou-Smyrni, P. (2008). Teaching complex social skills to children with autism; Advances in video modeling. Journal of Early & Intensive Behavior Intervention, 5, 30-43.Ogilvie, C.R. (2011). Step by step. Teaching Exceptional Children, 43, 20-26Reagon, K.A., Higbee, T.S., & Endicott, K. (2006). Teaching pretend play skills to a student with autism using video modeling with a sibling as a model and play partner. Education and treatment of children, 29, 517-528.