Video-based instruction (VBI) has a substantial amount of research supporting its use with individuals with autism spectrum disorder and other developmental disabilities. However, it has typically been implemented as a treatment package containing multiple interventions. Additionally, there are procedural variations of VBI. Thus, it is difficult to determine which components and characteristics/parameters of VBI are more or less responsible for behavior change. Researchers have conducted comparative studies using single-subject design research to understand the relative effectiveness of the components and parameters routinely used as part of VBI treatment packages. The purpose of this article was to systematically review the literature on VBI comparative studies whereby component and parametric analyses were conducted. Twenty-four studies met our inclusion criteria. The features and results of these studies are summarized, and implications for future research and practice are discussed.