This investigation compared the use of static picture prompting, in a cookbook format, and video prompting to self-prompt four students with moderate intellectual disabilities to independently complete multi-step cooking tasks. An adapted alternating treatments design (AATD) with baseline, alternating treatments, and final treatment condition, was replicated across three sets of recipes to compare performance across four students. Data suggest that video prompting was a more effective tool than static pictures for self-prompting students to complete complex tasks. (Contains 5 figures and 2 tables.)