The emergence of joint attention is a critical point in children’s social and language development. Research shows the efficacy of various behavioural teaching strategies in increasing responses and initiations of bids for joint attention among children with autism spectrum disorder. The use of gaze-based behaviours has been the predominate method of evaluating the attainment of joint attention, as a marker of social engagement and awareness of others’ attention. Although children with visual impairment have difficulty perceiving how others’ attention is directed towards stimuli, they are assumed to acquire joint attention through alternative sensory modalities. The purpose of the current study was to examine the effectiveness of a parent-implemented behavioural teaching strategy via telehealth to teach joint attention to children dual-diagnosed with visual impairment and other co-occurring disorders. Two children under 6-years-old with cortical visual impairment and their caregivers participated in a behaviour skills training procedure using a multiple baseline design. This study will report on the findings from pre to follow-up changes in the children’s engagement in joint attention. The results of the study are expected to provide valuable information about effective caregiver-implemented behavioural teaching strategies to increase joint attention responses of children with visual impairment and other co-occurring disorders.