There are many studies in the literature in which individuals with intellectual disabilities exhibit social skills deficits and which show the need for teaching these skills systematically. This study aims to investigate the effects of an intervention package of consisting computer-presented video modeling and Social Stories on individuals with intellectual disabilities in emerging adulthood, in teaching social skills. A multiple-probe design across participants was used to assess the effectiveness of the intervention package. Results showed that, all participants acquired the target social skills with 100% accuracy, maintained these skills over time, and generalized them across settings, conditions, and people. Additionally, social validity data collected with semi-structured interview were positive in general. Study findings were discussed within the framework of the literature and recommendations have been given regarding this intervention and further research.