The purpose of this study was to examine whether (a) family members were able to learn to write a social story and deliver social story intervention to teach social skills to their children (age 12 to 16) with ASD, (b) youths with ASD acquired and maintained the targeted social skills and generalized these skills across novel situations. Multiple probe design across three dyads (family members-youths with ASD) was used. Results showed that family members were able to write and deliver social story intervention with high treatment integrity and youths acquired the targeted social skills. Also they were able to maintain the acquired skills over time and generalize them to novel situations. Family members reported positive opinions about using social stories and social comparison data showed that after intervention, the social skill performance of the youth with ASD was found to be similar to their peers. Based on the findings, future research needs and implications for practice are discussed.