The current study evaluated a relatively new video-based procedure, continuous video modeling (CVM), to teach multi-step cleaning tasks to high school students with moderate intellectual disability. CVM in contrast to video modeling and video prompting allows repetition of the video model (looping) as many times as needed while the user completes a task. CVM was evaluated using a multiple probe design across three cleaning tasks and replicated across three students. CVM alone was effective in promoting completion of tasks for two of the three students. Results suggest that CVM may be an effective instructional strategy for prompting task completion, however, further research is recommended regarding the types of tasks best suited for this video-based intervention.