The aim of this study was to examine the application of video modeling on mobile technology to increase efficiency in the classroom for students identified with intellectual disabilities. Specially, this study sought to identify if video modeling on mobile technology could decrease adult prompting for students with intellectual disabilities during an in school transitions. The use of video modeling on mobile technology to increase speed and to increase task completion for students with intellectual disabilities during an in school transition is examined. Using a single subject, ABAB design, a video model with a peer as the model, was recorded and viewed on an iPod touch to assess the effectiveness of the intervention in an urban high school. Participants included four high school, male, African American students. The intervention was intended for three students and the fourth student served as model in the video. One student had a primary diagnosis of autism and the other two had a primary diagnosis of Down syndrome. Data were analyzed using visual inspection with mean, range, split middle average, variability, immediacy of effect and percent of overlapping data. Outcomes varied but there was an overall positive conclusion from the intervention. Implications for practice and future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]