The effects of an intervention designed to facilitate interactions between two older, typically developing children and their younger siblings with Down syndrome were investigated using a multiple-baseline design across behaviors and participants. The researchers used written materials, modeling, role play, and oral feedback to teach two responsive interaction strategies to the typically developing children. Following the intervention, the older children demonstrated the ability to use the responsive interaction strategies; modest changes also were observed in the communicative behaviors of their siblings with Down syndrome. The older children maintained their newly learned behaviors at a 1-month follow-up assessment. This study adds to the literature regarding the effects of teaching siblings to implement naturalistic communication strategies with children who have language delays.