Recent times have seen an increasing prevalence and incidence of children with ASD in school settings. Social, cognitive, and language process deficits directly impact the ability of children with ASD to effectively functioning within the complex social setting of schools. In particular, deficits are noted in the areas of social communication and behavior problems. This directly impacts the practice of school psychologists who are called upon to remediate such deficits within school settings. Video modeling presents as an optimal intervention for children with ASD. Research indicates that video modeling is particularly useful in teaching social communication skills and decreasing adverse behaviors in children with ASD. Additionally, video modeling has been found to generalize and maintain skills taught to children with ASD. The aim of this doctoral project is to introduce the intervention of video modeling to school psychologists and promote its use in addressing the social communication and behavior problems in children with ASD within school settings. It is hoped that review of the literature on video modeling will help school psychologists realize its potential in serving as an effective as well as cost-efficient measure within school settings. The feasibility of VM in serving as an intervention at primary, secondary, and tertiary levels within a school setting is also discussed. Furthermore, this doctoral project also delves into training needs for future school psychologists in the practice of video modeling. Keywords: video modeling, social communication, behavior problems, school psychologist. [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.]