Reviews of the literature have confirmed that Social Stories™ can be an effective intervention for individuals with ASD. Recently, researchers have begun to investigate the presentation of Social Stories™ using technology, with results suggesting that Social Stories™ presented through technology are a promising avenue for practice and research. In this study, a multiple baseline across participants design was used with four male 7-9 year old students with ASD to determine whether an iPad-based Social Story™ would decrease the number of teacher redirects required by the participants in order to attend to a group lesson. Effect sizes were calculated using PND, PEM, and Tau-U. Results of these analyses generally indicated that overall that the intervention was effective, with the exception of PND for three participants; all other effect sizes indicate an effective or very effective treatment for all participants. Results indicate that iPad-based Social Stories™ can help decreasing the number of redirects required for students with ASD to attend to a group lesson.