Involving typically developing (TD) children in delivering interventions can be an effective strategy conducive to long-lasting and generalized behavior changes for their siblings with autism spectrum disorder (ASD). In this study, we recruited two sibling dyads and investigated the extent to which TD children could deliver the model-lead-test (MLT) strategy using a self-monitoring checklist when teaching a range of skills to their siblings with ASD. Using the multiple-baseline-across-behaviors design, we found that the self-monitoring checklist effectively produced a high level of treatment fidelity from TD children as they implemented the MLT strategy which, in turn, improved the target skills of their siblings with ASD.