Video Modeling (VM) is one of the most widely used approaches by researchers to improve many skills, such as academic skills in students with Learning Disabilities (LD; Boon et al., 2020). As the incidence rate of individuals with LD in Saudi Arabia increase (Almedlij & Rubinstein-Avila, 2018), the need for evidence-based math interventions focused on the math development of individuals with LD also increases. Although VM is recognized as an Evidence-based Practice (EBPs), a limited number of studies have implemented VM as an intervention to improve mathematic skills. Implementing VM as a math intervention strategy would explore its effects on math skill improvements in students with LD in Saudi Arabia. This single-subject multiple baseline study aims to evaluate the effectiveness of an intervention that uses Point-of-View Video Modeling (POV-VM), a VM method, to improve addition focused math skills for elementary students with LD in Saudi Arabia. [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.]