This study compared the effectiveness of three different video-based instructional sequences, all used in conjunction with the system of least prompts, for teaching three different daily living skills to three young adults with developmental disabilities. The video-based instructional sequences (i.e., video rehearsal, video rehearsal plus photos, and video-rehearsal plus in-vivo video prompting) were evaluated using an adapted alternating treatments design. Results indicated that all of the procedures were effective in increasing independent responding from baseline levels for all participants with the video-rehearsal plus in vivo prompting (Video/In-vivo) and video rehearsal plus photo (Video/Photo) conditions being more efficient in terms of sessions to reach criterion. Two of the three participants engaged in more independent correct responding when they were taught skills with the Video/In-vivo condition, while the other participant engaged in more independent responding on the target skill when the Video/Photo condition was the instructional procedure. In addition, the skills generalized to untrained settings. (Contains 3 tables and 4 figures.)