||The term "Acquired Brain Injury (ABI)" encompasses a wide range of noncongenital injuries, including stroke, brain surgery, and encephalitis, with traumatic brain injury (TBI) being most prominent in the research. TBI has been called a "silent epidemic," with an estimated 1.7 million new TBIs occurring in the United States each year. Executive function deficits are among the most common problems following a TBI, including increased distractibility, off-task behavior, and impaired initiation. These deficits can lead to significant complications in students' functioning across settings, especially in the classroom, resulting in decreased concentration and work completion. Experts recommend using interventions that have been shown to be efficacious with other populations displaying similar challenges, but few interventions have been validated specifically with individuals who have TBIs. Video self-modeling, a specific form of video modeling, is an established and cost-effective procedure that can facilitate and increase a variety of adaptive and positive behaviors, particularly on-task behavior in the classroom. To date, only two studies have been identified that have assessed the use of video modeling or video self-modeling with individuals with TBI. Both included adult participants and focused on teaching an adaptive behavior; one targeted expressive language and the other taught independent cooking skills. These studies show promise for the application of video modeling interventions with individuals with TBI. Video modeling and video self-modeling have been shown to help students with and without identified disabilities to make gains in behaviors that contribute to different types of student engagement (e.g., on-task behavior and social communication), but have yet to be tested in a school setting with students with TBI. The present study sought to explore the use of video self-modeling to increase academic engagement in elementary school students with confirmed histories of ABI. Three participants with different brain injuries (anoxia, brain tumor, and TBI) participated to create self-modeling videos to increase on-task and productive, initiatory behaviors in the classroom setting. Results indicated a moderate treatment effect overall for on-task behavior, and variability in response was noted between participants. Considerations for these results in the target population are explored, and concerns outlined with each type of injury represented in the study. Limitations, suggestions for future research, and implications regarding best practice for school psychologists are discussed.