Daily living skills are imperative for independent adult living, which is why these skills are often prioritized by parents of autistic individuals. Video-based interventions (VBIs) are when someone creates video models of a specific skill to teach another individual that skill. VBIs are becoming more prominent to teach individuals daily living skills (Hughes & Yakubova, 2016). The purpose of teaching daily living skills by using video-based interventions is to increase independence and reduce dependence on others daily (Howlin & Moss, 2012), as well as identify the functional relation in the use of VP to increase daily living skills for two young adults with developmental disabilities. This study utilized a multiple-baseline-across behaviors design, focusing on tasks that the participants self-selected. Results for both participants demonstrated a functional relation between video prompting and increased independence across three daily living skill tasks. Limitations and implications for future research will be discussed. Disclaimer: Regarding language use, Bury and colleagues' (2020) qualitative study indicated a preference from their respondents for the terms "person on the autism spectrum", "autistic", and "autistic person"; the researchers of this study inquired with the selected participants regarding their preferred terminology, with neither participant identifying a preference. Therefore, throughout this manuscript, identity-first language will be utilized based on findings from the extent literature.