The purpose of this study was to evaluate the effects of using video modeling (VM) to teach three young adults with autism spectrum disorder (ASD) and intellectual disability (ID) to independently communicate their physical location via text and phone call. We used a multiple-probe research design across behaviors to evaluate the effects of the intervention. Data indicated most participants required noncontrolling prompts in addition to the VM to acquire and perform the task analysis (TA) steps with accuracy. Yet once participants reached criterion, they independently performed the multistep skills and the newly learned behaviors were generalized and maintained 6 weeks posttreatment. These results extend the potential utility of VM instruction. Implications for research and practical application are discussed.