This study investigated the effects of a primary tier video modeling intervention combining with a primary tier parent education model on parent-child interactions of children with autism during a picture-book activity in Taiwan. A multiple baseline design across participants was used. Four parents and their child with autism participated at their respective homes. Four additional typically developing parent-child dyads were also recruited as the normative comparison. After the intervention, the number of turn-taking instances increased and the number of instances of child-refusal behavior decreased without direct intervention. Three of the four dyads with a child with autism improved following the intervention and maintained their turn-taking skill within the established normative ranges. However, greater variability was found in the changes in parental behavior patterns. This low-resource, low-support intervention may provide an effective universal support tool for families. Suggestions for future research and the 3-tier video modeling intervention model are discussed.