Autism Spectrum Disorder (ASD) is a lifelong developmental disability that affects social development and social communication. As the prevalence of ASD increases, more children on the spectrum are growing into adolescents and young adults. Adolescents have unique needs as they transition from childhood to adulthood. One imperative skill deficit seen in this population is conversational impairment. There is a small, but growing body of research on social skills training (SST) and other intervention for improving conversational skills in adolescents with ASD. Video self-modeling (VSM) is an evidence-based intervention that has been shown to be effective in addressing functional and vocational skills in this population, but has not yet been used to address conversational skills. The following study used a multiple baseline design across participants to investigate the additive effect of VSM as part of a SST package to address conversational impairment in adolescents with ASD. In addition, the study utilized a new progress monitoring measure, the Conversational Quality Inventory for Autism (CQIA). The study revealed mixed results regarding the additive effectiveness of the VSM intervention beyond SST alone. The CQIA was revealed to have promising psychometric properties for measuring subtle changes in conversational quality while adolescents participated in the intervention. Implications of the current findings and suggestions for future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]