This study used a multiple probe across settings design to evaluate the effects of video activity schedules (VidAS) on the acquisition of life skills in various settings within the home. In a technology training phase, participants were taught how to navigate a mobile application and use the pause and play feature of the video using a system of least prompts. In baseline, participants were given a task direction to complete the tasks within each setting with access to a static picture schedule. During intervention, participant task completion was evaluated when self-instructing with the use of VidAS in each setting. One participant’s settings consisted of the living room, kitchen, and outdoor schedule, the other participant’s settings consisted of a checkbook, kitchen, and laundry schedule. One participant learned to self-instruct using the mobile technology and independently complete and navigate between and within tasks within each schedule.