Purpose <p>This study evaluates digital social stories’ effectiveness in helping individuals with autism spectrum disorder acquire, generalize, and maintain earthquake safety skills.</p> Methods <p>Participants were three students with autism spectrum disorder in a primary school special education class. We used the multiple probe model across participants to assess how digital social stories facilitated learning the “Drop, Cover, and Hold On” technique and safe evacuation. The intervention included baseline, instruction, fading, probe, follow-up, and generalization sessions. Data collection used tools developed with the skill analysis recording technique.</p> Results <p>Findings indicate digital social stories effectively helped all participants acquire earthquake safety skills. The intervention supported skill generalization to different settings and maintained them during follow-up sessions in the first, third, and fifth weeks post-instruction.</p> Conclusion <p>This study shows that digital social stories can enhance the acquisition, generalization, and maintenance of safety skills in individuals with autism spectrum disorder when taught in a safe, simulated environment designed to prepare them for emergencies.</p>