Researchers have investigated several variations of video prompting (VP), including a recent version called continuous video prompting (CVP). When using CVP, a practitioner plays videos of each task step identically to what would be seen when using VP. With CVP, however, the video for a given task step repeats until the student completes the step or the practitioner intervenes to offer additional support. Currently, there is limited evidence on CVP. In this study, we used a multiple probe across participants design to examine the effects of CVP on a chained task among four students with ASD. Results demonstrated that participants improved with completing the skill; however, the degree to which the skill was maintained among the participants differed. Additionally, we sought to examine the number of video viewings participants required; the number of video viewings varied among the participants. These results and implications are discussed.