This study compared the effects of static photographs and video prompts on the independent performance of cooking related tasks by six young adults with moderate intellectual disabilities. An adapted alternating treatment design with baseline and final treatment phase was used to measure the percentage of tasks correctly completed by each student across treatments. Results indicated that both procedures were effective in increasing correct performance of tasks for all participants from baseline levels in which only verbal task directions were provided. All six participants demonstrated greater independent responding on the target tasks when using video prompting. During the final treatment phase students increased their level of performance using video prompting with sets of tasks receiving static picture prompts in the comparison phase. Implications for future research and the development of curriculum, which include instruction of self-prompting strategies, are discussed. (Contains 2 figures and 2 tables.)