One common and effective approach used to teach vocational and independent living skills to students with ASD is technology-based intervention (Walsh, Holloway, McCoy, & Lydon, 2017). Such interventions include audio prompting (AP) and coaching, augmented and virtual reality, and video-based interventions, such as video modeling and video prompting (VP). These interventions have been shown repeatedly to be effective in teaching a variety of vocational and daily living skills to help students transition to independent living. Some examples include washing dishes (Gardner & Wolfe, 2015), cleaning (Wu, Cannella-Malone, Wheaton, & Tullis, 2016), and preparing food (Johnson, Blood, Freeman, & Simmons, 2013). Because these interventions are often carried out on portable electronic devices, they can be accessed and applied in a variety of settings, which allow students to have individualized instruction and self-prompting to help with the acquisition and long-term maintenance of skills (Bereznak, Ayres, Mechling, & Alexander, 2012). Additionally, prerecorded interventions can be used repeatedly with many students over several years, therefore reducing some of the instructor's future workload once the intervention materials have been made. Both AP and VP can be used effectively with students with autism spectrum disorder (ASD) due in part to their formats of breaking down a task into small, manageable steps. This format helps reduce the cognitive load, or effort a student must put into remembering the next step of the task (Park, Bouck, & Duenas, 2019). Additionally, if the student needs to repeat the prompt, it is easy to restart or rewind the AP or VP clip.