The purpose of this study was to evaluate the relationship between tasks that require delayed discriminations such as delayed imitation and delayed matching to sample on acquisition of skills using video modeling. Twenty-nine participants with an ASD diagnosis were assessed on a battery of tasks including both immediate and delayed imitation and matching to sample tasks. All of the tasks were positively correlated with learning via video modeling. The most significant correlations were between delayed imitation of actions with objects and video modeling performance, as well as delayed matching accuracy and video modeling performance. Participants who performed well on subtest items that required performance after a delay showed mastery on the video modeling subtests. These findings suggest a simple method for educators to predict whether video modeling will be an effective teaching procedure for a specific child.