DescriptionSevere deficits in socialization are intrinsic to the diagnosis of Autism Spectrum Disorders. A specific deficit in joint attention has been identified in this population; it appears to be universal and pivotal to the development of more complex social skills and language. Behavioral interventions targeting joint attention are evidenced to be effective in teaching these skills to young children with autism, but these treatments have traditionally been implemented by adults. In the present study three typically developing children were trained to implement a joint attention intervention to their siblings with autism. Gains in responding to joint attention were observed for all three targets; gains in initiations were observed in two targets. These differential results provide information about the merits of conceptualizing joint attention as a set of specific skills rather than an individual construct. Siblings found the treatment to be acceptable, and parent ratings indicated high satisfaction with the procedures. The implications of these findings for treatments targeting joint attention and for siblings as interventionists are discussed.