In the current study, three adolescents with autism spectrum disorder and moderate intellectual disability were first taught to independently use an iPad to access instructional material (i.e., video models) via electronic books or eBooks. After iPad training, participants were required to apply their newly acquired skills to independently operate the iPad and eBooks to learn and perform other novel daily living tasks. The study employed a single case, non-concurrent multiple baseline design across participants during the iPad training phase and across tasks for each participant during the application phase. Results based on visual analysis indicated that all participants learned to independently operate the iPad and access instructional materials presented via eBooks. Furthermore, they applied these skills to learn and independently perform other novel daily living tasks. Effect size estimates using between case standardized mean difference showed improvements in responding subsequent to iPad training.