Parents are often expected to be the primary implementers of intervention for their young children with autism spectrum disorder (ASD). The provision of a few hours a week of intervention by a trained therapist, in addition to parent-implemented intervention, could increase child outcomes compared to parent-implemented intervention in isolation.…

Classroom Pivotal Response Teaching (CPRT) is a community-partnered adaptation of a naturalistic developmental behavioral intervention identified as an evidence-based practice for autistic children. The current study evaluated student outcomes in a randomized, wait-list controlled implementation trial across classrooms. Participants included…

This mixed-methods study aimed to test the feasibility, acceptability, and fidelity of involving early childhood education (ECE) staff without special education training or prior parent coaching experience in the delivery of an adapted evidence-based parent coaching intervention for young children with autism (Focused Playtime…

Many children with autism spectrum disorders (ASDs) demonstrate facial emotion recognition and expression impairments. These impairments may contribute to social disability and may put children with ASDs at risk for developing further mental health problems. In this pilot study, we examined the use of a coach- and computer-assisted facial emotion…

More than a decade has passed since the National Research Council described the common elements of effective educational programs for young children with autism. Since that time, few studies have attempted to understand the mechanisms of change and factors affecting the effectiveness of research supported interventions implemented in community…