This investigation examined the effects of video modeling on the fine and gross motor task performance by three students with a diagnosis of moderate intellectual disability (Group 1) and by three students with a diagnosis of autism spectrum disorder (Group 2). Using a multiple probe design across three sets of tasks, the study examined the effectiveness of video modeling across differing types of motor response requirements (fine and gross motor) and whether effects would differ across disability groups. Results indicate an increase in the number of fine and gross motor tasks correctly performed following the introduction of video modeling. As a whole, students across both groups performed more gross motor than fine motor tasks independently correct and students in Group 1 performed more tasks independently correct than those in Group 2. Implications are discussed concerning evaluation of task requirements and the development of video models.