Purpose <p>As a pilot study, we explored how Korean immigrant youths could collaborate with their autistic siblings to support the learning of daily living skills using video-based instruction. The following research questions were addressed: (a) Is there a functional relation, or positive effect, between the training and siblings’ fidelity of implementation? (b) Is there a functional relation between the intervention and the autistic youths’ completion of self-selected daily living skills? (c) How do autistic youths and their siblings evaluate the social validity of the program?</p> Methods <p>We used a nonconcurrent multiple probe single-case experimental design across three autistic youth-sibling dyads. The autistic youths selected a daily living skill they desire to learn. Siblings created task analyses and video clips for the intervention. After training, siblings implemented video-based instruction embedded with least to most prompts and reinforcement.</p> Results <p>Siblings’ fidelity of video-based instruction increased after training. The autistic youths’ percentage of task completion increased upon the implementation of intervention. All three sibling dyads reported high levels of social validity with regard to their preference of the instruction, feasibility, and sustainability.</p> Conclusion <p>The findings of this pilot study suggest that culturally adapted, family-engaged, video-based training and intervention that are informed, planned, and implemented collaboratively with autistic youths and family members can be beneficial in promoting the youths’ daily living skills acquisition while ensuring socially valid approaches.</p>