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Individuals with ASD demonstrate deficits in social communication and social interaction. Video modeling (VM) has been successful in teaching new skills through short, targeted videos. Prior research in VM heavily focused on academic settings with primary age children. There is a gap in the literature on teaching social skills in natural settings to adolescents with ASD. The current research used a single- subject, multiple-baseline design to examine the impact of VM on the social behaviors of adolescent males, diagnosed with ASD, in natural social settings. The data were acquired from a developmental disability agency licensed and authorized by the Idaho Department of Health and Welfare. Data were collected during VM sessions conducted with adolescent boys diagnosed with ASD and participating in Developmental Disability Services with a licensed Disability Agency in western Idaho. These data used visual analysis, percentage of nonoverlapping data points, and effect sizes to identify significance in final outcomes. The study measured the acceptability and satisfaction of the intervention of providers and participants through a modified version of the Behavior Intervention Rating Scale and the Children’s Intervention Rating Profile. Results revealed large effects for the adolescent participants when interacting socially in community settings. Outcomes indicated the treatment to be socially acceptable by adolescents and by habilitative intervention professionals.