Videotaped self-modeling (VSM) was developed as a means to allow participants to view themselves in situations where they are performing at a more advanced level than they typically function. VSM has been used effectively to train positive behaviors and reduce unwanted behaviors across a range of ages and behaviors; however, few studies of VSM have been conducted with students with autism. The present study was designed to analyze the effects that VSM had on children with autism spectrum disorders across a variety of behaviors, including language, social initiations, tantrums, and aggression. Multiple baseline designs across students and behaviors were used to evaluate performance in several substudies. The results indicated that all of the 5 participants exhibited immediate and significant gains and that those gains were maintained after cessation of treatment. The findings suggest that VSM may constitute a positive behavior change intervention worthy of consideration for persons with autism.