{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,1]],"date-time":"2026-10-01T05:58:41Z","timestamp":1790834321527,"version":"4.1.0"},"reference-count":67,"publisher":"SAGE Publications","issue":"10","license":[{"start":{"date-parts":[[2026,8,12]],"date-time":"2026-08-12T00:00:00Z","timestamp":1786492800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2026,8,12]],"date-time":"2026-08-12T00:00:00Z","timestamp":1786492800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Autism"],"published-print":{"date-parts":[[2026,10]]},"abstract":"<jats:p>Caregiver-mediated interventions are widely used to support social communication development in young autistic children. While many such interventions are evidence-informed, limited information exists about their shared and unique elements, making it challenging for caregivers and clinicians to tailor program selection to individual needs and preferences\u2014an essential part of personalized care in autism. This scoping review with content analysis examined 18 commercially available, caregiver-mediated social communication interventions to identify similarities and differences in child skills targeted and caregiver-coached strategies. Data were extracted from program manuals, fidelity tools, published literature, and program websites for eight developmental social pragmatic (DSP) programs and 10 naturalistic developmental behavioral interventions (NDBIs). Programs varied in scope, with some supporting a broad range of child skills and others focusing on specific areas. Across all programs, 70 caregiver-coached strategies were identified, and then thematically grouped into eight categories aligned with the developmental skills the strategies aim to support. Although some strategies were common across all programs, some unique strategies were also identified. In addition, there were notable differences in how these strategies were operationalized despite using similar terminology, underscoring the need for more precise, clearly defined fidelity measures to enable accurate assessment of caregiver implementation and meaningful comparisons across programs. This study lays the groundwork for future research to identify active ingredients of interventions and supports more informed, individualized decision-making in clinical practice.<\/jats:p>\n                  <jats:sec>\n                    <jats:title>Lay Abstract<\/jats:title>\n                    <jats:p>Young autistic children may engage with others and communicate in ways that differ from non-autistic peers, and may need support to develop skills to communicate with, and navigate interactions with others. Many programs have been developed for this purpose, with a growing number of programs including caregivers in this process. In programs where caregivers play a primary role, professionals coach them to use certain techniques that can support social communication. Although many such programs exist, we still lack clarity on how these programs are similar or different, making it tough for families to choose among them. To address this gap, we reviewed 18 well-known caregiver-led programs to compare the skills they aim to support children with, and the specific techniques they teach caregivers. We gathered information from program resource materials, published research, and official program websites. We found that some programs focused on supporting a wide range of skills, whereas others targeted only certain developmental areas. In total, we identified 70 distinct caregiver-coached techniques, which we organized into eight categories. Many techniques were common across all programs, but others were unique to specific programs. Even among the shared techniques, there were differences in the way they were practiced, despite using the same strategy name. For example, a technique like \u201cfollowing the child\u2019s lead\u201d could look quite different depending on the program. These findings show that having descriptions of how techniques should be used is important to understanding and comparing different programs. Overall, these findings provide families with information about program ingredients and can be used to guide clinicians toward programs that match individuals\u2019 needs and wants. This work also paves way for future research exploring how these social communication programs work, and evaluating which techniques are most effective for specific groups of children and families.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1177\/13623613261469913","type":"journal-article","created":{"date-parts":[[2026,8,12]],"date-time":"2026-08-12T07:03:35Z","timestamp":1786518215000},"page":"2443-2464","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":0,"title":["Common and Differing Elements Across Caregiver-Mediated Social Communication Programs Supporting Autistic Children: A Scoping Review With Content Analysis"],"prefix":"10.1177","volume":"30","author":[{"ORCID":"https:\/\/orcid.org\/0009-0003-5732-716X","authenticated-orcid":false,"given":"Vipula","family":"Rajesh Kumar","sequence":"first","affiliation":[{"name":"Western University, London, Ontario, Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4862-6136","authenticated-orcid":false,"given":"Lauren","family":"Choi","sequence":"additional","affiliation":[{"name":"University of Toronto, Ontario, Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Janis","family":"Oram","sequence":"additional","affiliation":[{"name":"Western University, London, Ontario, Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1510-020X","authenticated-orcid":false,"given":"Amanda","family":"Binns","sequence":"additional","affiliation":[{"name":"Western University, London, Ontario, Canada"},{"name":"University of Toronto, Ontario, Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2026,8,12]]},"reference":[{"key":"e_1_3_5_2_1","doi-asserted-by":"crossref","unstructured":"Abry T. Hulleman C. S. Rimm-Kaufman S. E. (2015). Using indices of fidelity to intervention core components to identify program active ingredients. American Journal of Evaluation 36(3) 320\u2013338. https:\/\/doi.org\/10.1177\/1098214014557009","DOI":"10.1177\/1098214014557009"},{"key":"e_1_3_5_3_1","doi-asserted-by":"crossref","unstructured":"Adams C. (2005). Social communication intervention for school-age children: Rationale and description. Seminars in Speech and Language 26(3) 181\u2013188. https:\/\/doi.org\/10.1055\/s-2005-917123","DOI":"10.1055\/s-2005-917123"},{"key":"e_1_3_5_4_1","doi-asserted-by":"crossref","unstructured":"Aldred C. R. Green J. (2009). Early social communication interventions for autism. British Journal of Hospital Medicine (London England : 2005) 70(3) 143\u2013145. https:\/\/doi.org\/10.12968\/hmed.2009.70.3.40554","DOI":"10.12968\/hmed.2009.70.3.40554"},{"key":"e_1_3_5_5_1","unstructured":"American Speech-Language-Hearing Association. (n.d.). Components of social communication. https:\/\/www.asha.org\/practice-portal\/clinical-topics\/social-communication-disorder\/components-of-social-communication\/"},{"key":"e_1_3_5_6_1","doi-asserted-by":"crossref","unstructured":"Barton E. E. Fettig A. (2013). Parent-implemented interventions for young children with disabilities. Journal of Early Intervention 35(2) 194\u2013219. https:\/\/doi.org\/10.1177\/1053815113504625","DOI":"10.1177\/1053815113504625"},{"key":"e_1_3_5_7_1","doi-asserted-by":"crossref","unstructured":"Bexkens R. Claessen F. M. Kodde I. F. Oh L. S. Eygendaal D. van den Bekerom M. P. (2018). The kappa paradox. Shoulder & Elbow 10(4) 308. https:\/\/doi.org\/10.1177\/1758573218791813","DOI":"10.1177\/1758573218791813"},{"key":"e_1_3_5_8_1","doi-asserted-by":"crossref","unstructured":"Binns A. V. Oram Cardy J. (2019). Developmental social pragmatic interventions for preschoolers with autism spectrum disorder: A systematic review. Autism & Developmental Language Impairments 4 2396941518824497. https:\/\/doi.org\/10.1177\/2396941518824497","DOI":"10.1177\/2396941518824497"},{"key":"e_1_3_5_9_1","doi-asserted-by":"crossref","unstructured":"Brian J. A. Smith I. M. Zwaigenbaum L. Roberts W. Bryson S. E. (2016). The Social ABCs caregiver-mediated intervention for toddlers with autism spectrum disorder: Feasibility acceptability and evidence of promise from a multisite study. Autism Research 9(8) 899\u2013912. https:\/\/doi.org\/10.1002\/aur.1582","DOI":"10.1002\/aur.1582"},{"key":"e_1_3_5_10_1","doi-asserted-by":"crossref","unstructured":"Brookman-Frazee L. Stahmer A. Baker-Ericz\u00e9n M. J. Tsai K. (2006). Parenting interventions for children with autism spectrum and disruptive behavior disorders: Opportunities for cross-fertilization. Clinical Child and Family Psychology Review 9(3\u20134) 181\u2013200. https:\/\/doi.org\/10.1007\/s10567-006-0010-4","DOI":"10.1007\/s10567-006-0010-4"},{"key":"e_1_3_5_11_1","unstructured":"Covidence systematic review software. (2023). Veritas health innovation Melbourne Australia. http:\/\/www.covidence.org"},{"key":"e_1_3_5_12_1","doi-asserted-by":"crossref","unstructured":"Cullinane D. A. Binns A. V. Feder J. D. Graham T. Mahoney G. J. Naber F. B. A. Robinson R. G. Schertz H. H. Solomon R. M. Whitehouse A. J. O. Wieder S. (2024). Developmental relationship-based interventions for autistic children. Topics in Early Childhood Special Education. Advance online publication. https:\/\/doi.org\/10.1177\/02711214241303695","DOI":"10.1177\/02711214241303695"},{"key":"e_1_3_5_13_1","doi-asserted-by":"crossref","unstructured":"Dallman A. R. Williams K. L. Villa L. (2022). Neurodiversity-affirming practices are a moral imperative for occupational therapy. The Open Journal of Occupational Therapy 10(2) 1\u20139. https:\/\/doi.org\/10.15453\/2168-6408.1937","DOI":"10.15453\/2168-6408.1937"},{"key":"e_1_3_5_14_1","doi-asserted-by":"crossref","unstructured":"Elo S. Kyng\u00e4s H. (2008). The qualitative content analysis process. Journal of Advanced Nursing 62(1) 107\u2013115. https:\/\/doi.org\/10.1111\/j.1365-2648.2007.04569.x","DOI":"10.1111\/j.1365-2648.2007.04569.x"},{"key":"e_1_3_5_15_1","doi-asserted-by":"crossref","unstructured":"Frost K. M. Brian J. Gengoux G. W. Hardan A. Rieth S. R. Stahmer A. Ingersoll B. (2020). Identifying and measuring the common elements of naturalistic developmental behavioral interventions for autism spectrum disorder: Development of the NDBI-Fi. Autism 24(8) 2285\u20132297. https:\/\/doi.org\/10.1177\/1362361320944011","DOI":"10.1177\/1362361320944011"},{"key":"e_1_3_5_16_1","doi-asserted-by":"crossref","unstructured":"Frost K. M. Russell K. Ingersoll B. (2021). Using qualitative content analysis to understand the active ingredients of a parent-mediated naturalistic developmental behavioral intervention. Autism 25(7) 1935\u20131945. https:\/\/doi.org\/10.1177\/13623613211003747","DOI":"10.1177\/13623613211003747"},{"key":"e_1_3_5_17_1","doi-asserted-by":"crossref","unstructured":"Gabis L. V. Gross R. Barbaro J. (2021). Editorial: Personalized precision medicine in autism spectrum-related disorders. Frontiers in Neurology 12 Article 730852. https:\/\/doi.org\/10.3389\/fneur.2021.730852","DOI":"10.3389\/fneur.2021.730852"},{"key":"e_1_3_5_18_1","doi-asserted-by":"crossref","unstructured":"Girolametto L. Sussman F. Weitzman E. (2007). Using case study methods to investigate the effects of interactive intervention for children with autism spectrum disorders. Journal of Communication Disorders 40 470\u2013492. https:\/\/doi.org\/10.1016\/j.jcomdis.2006.11.001","DOI":"10.1016\/j.jcomdis.2006.11.001"},{"key":"e_1_3_5_19_1","doi-asserted-by":"crossref","unstructured":"Green J. Charman T. McConachie H. Aldred C. Slonims V. Howlin P. Couteur A. L. Leadbitter K. Hudry K. Byford S. Barrett B. Temple K. Macdonald W. Pickles A. & Consortium the P. (2010). Parent-mediated communication-focused treatment in children with autism (PACT): A randomised controlled trial. The Lancet 375(9732) 2152\u20132160. https:\/\/doi.org\/10.1016\/s0140-6736(10)60587-9","DOI":"10.1016\/S0140-6736(10)60587-9"},{"key":"e_1_3_5_20_1","doi-asserted-by":"crossref","unstructured":"Green J. Wan M. W. Guiraud J. Holsgrove S. McNally J. Slonims V. Elsabbagh M. Charman T. Pickles A. Johnson M. & BASIS Team (2013). Intervention for infants at risk of developing autism: a case series. Journal of Autism and Developmental Disorders 43(11) 2502\u20132514. https:\/\/doi.org\/10.1007\/s10803-013-1797-8","DOI":"10.1007\/s10803-013-1797-8"},{"key":"e_1_3_5_21_1","doi-asserted-by":"publisher","DOI":"10.1176\/appi.books.9781615377633.lg09"},{"key":"e_1_3_5_22_1","doi-asserted-by":"crossref","unstructured":"Gulsrud A. C. Hellemann G. S. Freeman S. F. Kasari C. (2014). Two to ten years: Developmental trajectories of joint attention in children with ASD who received targeted social communication interventions. Autism Research 7(2) 207\u2013215. https:\/\/doi.org\/10.1002\/aur.1360","DOI":"10.1002\/aur.1360"},{"key":"e_1_3_5_23_1","doi-asserted-by":"crossref","unstructured":"Hancock T. B. Kaiser A. P. (2002). The effects of trainer-implemented enhanced milieu teaching on the social communication of children with autism. Topics in Early Childhood Special Education 22(1) 39\u201354. https:\/\/doi.org\/10.1177\/027112140202200104","DOI":"10.1177\/027112140202200104"},{"key":"e_1_3_5_24_1","doi-asserted-by":"crossref","unstructured":"Hansen S. G. Carnett A. Tullis C. A. (2018). Defining early social communication skills: A systematic review and analysis. Advances in Neurodevelopmental Disorders 2(1) 116\u2013128. https:\/\/doi.org\/10.1007\/s41252-018-0057-5","DOI":"10.1007\/s41252-018-0057-5"},{"key":"e_1_3_5_25_1","doi-asserted-by":"crossref","unstructured":"Ingersoll B. (2011). The differential effect of three naturalistic language interventions on language use in children with autism. Journal of Positive Behavior Interventions 13(2) 109\u2013118. https:\/\/doi.org\/10.1177\/1098300710384507","DOI":"10.1177\/1098300710384507"},{"key":"e_1_3_5_26_1","volume-title":"Teaching social communication to children with autism and other developmental delays: The Project ImPACT guide to coaching parents","author":"Ingersoll B.","year":"2019","unstructured":"Ingersoll B., Dvortcsak A. (2019). Teaching social communication to children with autism and other developmental delays: The Project ImPACT guide to coaching parents (2nd ed.). The Guilford Press.","edition":"2"},{"key":"e_1_3_5_27_1","doi-asserted-by":"crossref","unstructured":"Ingersoll B. Meyer K. Bonter N. Jelinek S. (2012). A comparison of developmental social-pragmatic and naturalistic behavioral interventions on language use and social engagement in children with autism. Journal of Speech Language and Hearing Research: JSLHR 55(5) 1301\u20131313. https:\/\/doi.org\/10.1044\/1092-4388(2012\/10-0345)","DOI":"10.1044\/1092-4388(2012\/10-0345)"},{"key":"e_1_3_5_28_1","doi-asserted-by":"crossref","unstructured":"Ingersoll B. Schreibman L. (2006). Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language pretend play and joint attention. Journal of Autism and Developmental Disorders 36(4) 487. https:\/\/doi.org\/10.1007\/s10803-006-0089-y","DOI":"10.1007\/s10803-006-0089-y"},{"key":"e_1_3_5_29_1","doi-asserted-by":"crossref","unstructured":"Ingersoll B. Wainer A. (2013). Initial efficacy of Project ImPACT: A parent-mediated social communication intervention for young children with ASD. Journal of Autism and Developmental Disorders 43(12) 2943\u20132952. https:\/\/doi.org\/10.1007\/s10803-013-1840-9","DOI":"10.1007\/s10803-013-1840-9"},{"key":"e_1_3_5_30_1","first-page":"224","volume-title":"Handbook for developmental disabilities","author":"Kaiser A. P.","year":"2007","unstructured":"Kaiser A. P., Trent J. A. (2007). Communication interventions for young children with disabilities: Naturalistic approaches to promoting developmental outcomes. In Odom S., Horner R., Snell M., Blacher J. (Eds.), Handbook for developmental disabilities (pp. 224\u2013246). Guilford Press."},{"key":"e_1_3_5_31_1","doi-asserted-by":"crossref","unstructured":"Kaiser A. P. Hancock T. B. Nietfeld J. P. (2000). The effects of parent-implemented Enhanced Milieu Teaching on the social communication of children who have autism. Early Education and Development 11(4) 423\u2013446. https:\/\/doi.org\/10.1207\/s15566935eed1104_4","DOI":"10.1207\/s15566935eed1104_4"},{"key":"e_1_3_5_32_1","doi-asserted-by":"crossref","unstructured":"Kasari C. Freeman S. Paparella T. (2006). Joint attention and symbolic play in young children with autism: a randomized controlled intervention study. Journal of Child Psychology and Psychiatry and Allied Disciplines 48(5) 611\u2013620. https:\/\/doi.org\/10.1111\/j.1469-7610.2005.01567.x","DOI":"10.1111\/j.1469-7610.2005.01567.x"},{"key":"e_1_3_5_33_1","doi-asserted-by":"crossref","unstructured":"Kasari C. Gulsrud A. C. Wong C. Kwon S. Locke J. (2010). Randomized controlled caregiver mediated joint engagement intervention for toddlers with autism. Journal of Autism and Developmental Disorders 40(9) 1045\u20131056. https:\/\/doi.org\/10.1007\/s10803-010-0955-5","DOI":"10.1007\/s10803-010-0955-5"},{"key":"e_1_3_5_34_1","doi-asserted-by":"crossref","unstructured":"Kelly J. F. Zuckerman T. Rosenblatt S. (2008). Promoting first relationships: A relationship-focused early intervention approach. Infants & Young Children 21(4) 285\u2013295. https:\/\/doi.org\/10.1097\/01.IYC.0000336541.37379.0e","DOI":"10.1097\/01.IYC.0000336541.37379.0e"},{"key":"e_1_3_5_35_1","doi-asserted-by":"crossref","unstructured":"Klinger L. G. Cook M. L. Dudley K. M. (2021). Predictors and moderators of treatment efficacy in children and adolescents with autism spectrum disorder. Journal of Clinical Child and Adolescent Psychology: The Official Journal for the Society of Clinical Child and Adolescent Psychology American Psychological Association Division 53 50(4) 517\u2013524. https:\/\/doi.org\/10.1080\/15374416.2020.1833735","DOI":"10.1080\/15374416.2020.1833735"},{"key":"e_1_3_5_36_1","volume-title":"Pivotal response treatment for autism spectrum disorders","author":"Koegel R. L.","year":"2019","unstructured":"Koegel R. L., Koegel L. K. (Eds.). (2019). Pivotal response treatment for autism spectrum disorders (2nd ed.). Paul H. Brookes Publishing Co.","edition":"2"},{"key":"e_1_3_5_37_1","doi-asserted-by":"crossref","unstructured":"Lobban-Shymko J. Im-Bolter N. Freeman N. (2017). Early social communicative skills as predictors of symptom severity in autism spectrum disorder. Autism & Developmental Language Impairments 2. https:\/\/doi.org\/10.1177\/23969415177434","DOI":"10.1177\/2396941517743418"},{"key":"e_1_3_5_38_1","doi-asserted-by":"crossref","unstructured":"Mahoney G. Perales F. Wiggers B. Herman B. B. (2006). Responsive Teaching: Early intervention for children with Down syndrome and other disabilities. Down Syndrome Research and Practice 11(1) 18\u201328. https:\/\/doi.org\/10.3104\/perspectives.311","DOI":"10.3104\/perspectives.311"},{"key":"e_1_3_5_39_1","doi-asserted-by":"crossref","unstructured":"McConachie H. Diggle T. (2006). Parent implemented early intervention for young children with autism spectrum disorder: A systematic review. Journal of Evaluation in Clinical Practice 12(5) 535\u2013544. https:\/\/doi.org\/10.1111\/j.1365-2753.2006.00674.x","DOI":"10.1111\/j.1365-2753.2006.00674.x"},{"key":"e_1_3_5_40_1","doi-asserted-by":"crossref","unstructured":"Moore J. Boyle J. Namasivayam A. K. (2024). Neurodiversity-affirming motor speech intervention for autistic individuals with co-existing childhood apraxia of speech: A tutorial. International Journal of Autism & Related Disabilities 7 168. https:\/\/doi.org\/10.29011\/2642-3227.100068","DOI":"10.29011\/2642-3227.100068"},{"key":"e_1_3_5_41_1","doi-asserted-by":"crossref","unstructured":"Morgan L. Delehanty A. Dillon J. C. Schatschneider C. Wetherby A. M. (2020). Measures of early social communication and vocabulary production to predict language outcomes at two and three years in late-talking toddlers. Early Childhood Research Quarterly 51 366\u2013378. https:\/\/doi.org\/10.1016\/j.ecresq.2019.12.005","DOI":"10.1016\/j.ecresq.2019.12.005"},{"key":"e_1_3_5_42_1","doi-asserted-by":"crossref","unstructured":"Pellecchia M. Maye M. Tomczuk L. Zhong N. Mandell D. S. Stahmer A. C. (2024). Brief report: A scoping review of caregiver coaching strategies within caregiver-mediated interventions for autism. Infants & Young Children 37(4) 336\u2013350. https:\/\/doi.org\/10.1097\/iyc.0000000000000276","DOI":"10.1097\/IYC.0000000000000276"},{"key":"e_1_3_5_43_1","doi-asserted-by":"crossref","unstructured":"Pituch K. A. Green V. A. Didden R. Lang R. O\u2019Reilly M. F. Lancioni G. E. Sigafoos J. (2011). Parent reported treatment priorities for children with autism spectrum disorders. Research in Autism Spectrum Disorders 5(1) 135\u2013143. https:\/\/doi.org\/10.1016\/j.rasd.2010.03.003","DOI":"10.1016\/j.rasd.2010.03.003"},{"key":"e_1_3_5_44_1","doi-asserted-by":"crossref","unstructured":"Prizant B. M. Wetherby A. M. Rubin E. Laurent A. C. (2003). The SCERTS Model. Infants & Young Children 16(4) 296\u2013316. https:\/\/doi.org\/10.1097\/00001163-200310000-00004","DOI":"10.1097\/00001163-200310000-00004"},{"key":"e_1_3_5_45_1","doi-asserted-by":"crossref","unstructured":"Rautakoski P. Ursin P. A. Carter A. S. Kaljonen A. Nylund A. Pihlaja P. (2021). Communication skills predict social-emotional competencies. Journal of Communication Disorders 93 106138. https:\/\/doi.org\/10.1016\/j.jcomdis.2021.106138","DOI":"10.1016\/j.jcomdis.2021.106138"},{"key":"e_1_3_5_46_1","doi-asserted-by":"crossref","unstructured":"Roberts M. Y. Kaiser A. P. (2011). The effectiveness of parent-implemented language interventions: A meta-analysis. American Journal of Speech-Language Pathology 20(3) 180\u2013199. https:\/\/doi.org\/10.1044\/1058-0360(2011\/10-0055)","DOI":"10.1044\/1058-0360(2011\/10-0055)"},{"key":"e_1_3_5_47_1","volume-title":"Early Start Denver Model for young children with autism: Promoting language, learning, and engagement","author":"Rogers S. J.","year":"2010","unstructured":"Rogers S. J., Dawson G. (2010). Early Start Denver Model for young children with autism: Promoting language, learning, and engagement. Guilford Press."},{"key":"e_1_3_5_48_1","doi-asserted-by":"crossref","unstructured":"Rogers S. J. Estes A. Lord C. Munson J. Rocha M. Winter J. Greenson J. Colombi C. Dawson G. Vismara L. A. Sugar C. A. Hellemann G. Whelan F. Talbott M. (2019). A multisite randomized controlled two-phase trial of the Early Start Denver Model compared to treatment as usual. Journal of the American Academy of Child and Adolescent Psychiatry 58(9) 853\u2013865. https:\/\/doi.org\/10.1016\/j.jaac.2019.01.004","DOI":"10.1016\/j.jaac.2019.01.004"},{"key":"e_1_3_5_49_1","doi-asserted-by":"crossref","unstructured":"Rollins P. (2017). Pathways early intervention program for toddlers with autism. Journal of Mental Health and Clinical Psychology 1(1) 14\u201318. https:\/\/doi.org\/10.29245\/2578-2959\/2018\/1.1104","DOI":"10.29245\/2578-2959\/2018\/1.1104"},{"key":"e_1_3_5_50_1","doi-asserted-by":"crossref","unstructured":"Rollins P. R. De Froy A. Campbell M. Hoffman R. T. (2021). Mutual Gaze: An active ingredient for social development in toddlers with ASD: A randomized control trial. Journal of Autism and Developmental Disorders 51(6) 1921\u20131938. https:\/\/doi.org\/10.1007\/s10803-020-04672-4","DOI":"10.1007\/s10803-020-04672-4"},{"key":"e_1_3_5_51_1","doi-asserted-by":"crossref","unstructured":"Schreibman L. Dawson G. Stahmer A. C. Landa R. Rogers S. J. McGee G. G. Kasari C. Ingersoll B. Kaiser A. P. Bruinsma Y. McNerney E. Wetherby A. Halladay A. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders 45(8) 2411\u20132428. https:\/\/doi.org\/10.1007\/s10803-015-2407-8","DOI":"10.1007\/s10803-015-2407-8"},{"key":"e_1_3_5_52_1","doi-asserted-by":"crossref","unstructured":"Schreibman L. Dufek S. Cunningham A. B. (2011). Identifying moderators of treatment outcome for children with autism. In Matson J. L. Sturmey P. (Eds.) International handbook of autism and pervasive developmental disorders (pp. 295\u2013305). Springer. https:\/\/doi.org\/10.1007\/978-1-4419-8065-6_18","DOI":"10.1007\/978-1-4419-8065-6_18"},{"key":"e_1_3_5_53_1","doi-asserted-by":"crossref","unstructured":"Shire S. Y. Goods K. Shih W. Distefano C. Kaiser A. Wright C. Mathy P. Landa R. Kasari C. (2015). Parents\u2019 adoption of social communication intervention strategies: Families including children with autism spectrum disorder who are minimally verbal. Journal of Autism and Developmental Disorders 45 1712\u20131724. https:\/\/doi.org\/10.1007\/s10803-014-2329-x","DOI":"10.1007\/s10803-014-2329-x"},{"key":"e_1_3_5_54_1","doi-asserted-by":"crossref","unstructured":"Siller M. Hutman T. Sigman M. (2013). A parent-mediated intervention to increase responsive parental behaviors and child communication in children with ASD: A randomized clinical trial. Journal of Autism and Developmental Disorders 43(3) 540\u2013555. https:\/\/doi.org\/10.1007\/s10803-012-1584-y","DOI":"10.1007\/s10803-012-1584-y"},{"key":"e_1_3_5_55_1","doi-asserted-by":"crossref","unstructured":"Solomon R. Necheles J. Ferch C. Bruckman D. (2007). Pilot study of a parent training program for young children with autism. Autism 11(3) 205\u2013224. https:\/\/doi.org\/10.1177\/1362361307076842","DOI":"10.1177\/1362361307076842"},{"key":"e_1_3_5_56_1","article-title":"Making Hanen happen leaders guide for More Than Words\u00ae \u2014The Hanen Program\u00ae for parents of children with autism spectrum disorder or social communication difficulties","author":"Sussman F.","year":"2016","unstructured":"Sussman F., Drake L., Lowry L., Honeyman S. (2016). Making Hanen happen leaders guide for More Than Words\u00ae \u2014The Hanen Program\u00ae for parents of children with autism spectrum disorder or social communication difficulties (4th ed.). Hanen Early Language Program.","journal-title":"Hanen Early Language Program"},{"key":"e_1_3_5_57_1","volume-title":"Making Hanen happen leaders guide for More Than Words\u00ae \u2014The Hanen Program\u00ae for parents of children with autism spectrum disorder or social communication difficultiesHanen Early Language Program","author":"Sussman F.","year":"2024","unstructured":"Sussman F., McDade A., Drake L., Lowry L., Honeyman S. (2024). Making Hanen happen leaders guide for More Than Words\u00ae \u2014The Hanen Program\u00ae for parents of children with autism spectrum disorder or social communication difficulties (5th ed.). Hanen Early Language Program.","edition":"5"},{"key":"e_1_3_5_58_1","doi-asserted-by":"crossref","unstructured":"Tricco A. C. Lillie E. Zarin W. O\u2019Brien K. K. Colquhoun H. Levac D. Moher D. Peters M. D. J. Horsley T. Weeks L. Hempel S. Akl E. A. Chang C. McGowan J. Stewart L. Hartling L. Aldcroft A. Wilson M. G. Garritty C. Lewin S. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine 169(7) 467\u2013473. https:\/\/doi.org\/10.7326\/m18-0850","DOI":"10.7326\/M18-0850"},{"key":"e_1_3_5_59_1","doi-asserted-by":"crossref","unstructured":"Vaismoradi M. Turunen H. Bondas T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & Health Sciences 15(3) 398\u2013405. https:\/\/doi.org\/10.1111\/nhs.12048","DOI":"10.1111\/nhs.12048"},{"key":"e_1_3_5_60_1","doi-asserted-by":"crossref","unstructured":"Vibert B. A. Dufek S. Klein C. B. Choi Y. B. Winter J. Lord C. Kim S. H. (2020). Quantifying caregiver change across early autism interventions using the Measure of NDBI Strategy Implementation: Caregiver Change (MONSI-CC). Journal of Autism and Developmental Disorders 50(4) 1364\u20131379. https:\/\/doi.org\/10.1007\/s10803-019-04342-0","DOI":"10.1007\/s10803-019-04342-0"},{"key":"e_1_3_5_61_1","doi-asserted-by":"crossref","unstructured":"Visscher L. Evenboer K. E. Jansen D. E. M. C. Scholte R. H. J. Knot-Dickscheit J. Veerman J. W. Reijneveld S. A. van Yperen T. A. (2018). Identifying practice and program elements of interventions for families with multiple problems: The development of a taxonomy. Children and Youth Services Review 95 64\u201370. https:\/\/doi.org\/10.1016\/j.childyouth.2018.10.030","DOI":"10.1016\/j.childyouth.2018.10.030"},{"key":"e_1_3_5_62_1","doi-asserted-by":"crossref","unstructured":"Warreyn P. van der Paelt S. Roeyers H. (2014). Social-communicative abilities as treatment goals for preschool children with autism spectrum disorder: The importance of imitation joint attention and play. Developmental Medicine and Child Neurology 56(8) 712\u2013716. https:\/\/doi.org\/10.1111\/dmcn.12455","DOI":"10.1111\/dmcn.12455"},{"key":"e_1_3_5_63_1","doi-asserted-by":"crossref","unstructured":"Whitehouse A. J. O. Varcin K. J. Pillar S. Billingham W. Alvares G. A. Barbaro J. Bent C. A. Blenkley D. Boutrus M. Chee A. Chetcuti L. Clark A. Davidson E. Dimov S. Dissanayake C. Doyle J. Grant M. Green C. C. Harrap M. \u2026 Hudry K. (2021). Effect of preemptive intervention on developmental outcomes among infants showing early signs of autism. JAMA Pediatrics 175(11) e213298. https:\/\/doi.org\/10.1001\/jamapediatrics.2021.3298","DOI":"10.1001\/jamapediatrics.2021.3298"},{"key":"e_1_3_5_64_1","doi-asserted-by":"crossref","unstructured":"Wong C. Odom S. L. Hume K. A. Cox A. W. Fettig A. Kucharczyk S. Brock M. E. Plavnick J. B. (2015). Evidence-based practices for children youth and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders 45(7) 1951\u20131966. https:\/\/doi.org\/10.1007\/s10803-014-2351-z","DOI":"10.1007\/s10803-014-2351-z"},{"key":"e_1_3_5_65_1","unstructured":"World Health Organization. (2022). Caregiver skills training for families of children with developmental delays or disabilities: Participants\u2019 guide group sessions 1\u20139. https:\/\/www.who.int\/publications\/i\/item\/9789240048911"},{"key":"e_1_3_5_66_1","doi-asserted-by":"crossref","unstructured":"Yoder P. J. Kaiser A. P. Goldstein H. Alpert C. Mousetis L. Kaczmarek L. Fischer R. (1995). An exploratory comparison of milieu teaching and responsive interaction in classroom applications. Journal of Early Intervention 19(3) 218\u2013242. https:\/\/doi.org\/10.1177\/105381519501900306","DOI":"10.1177\/105381519501900306"},{"key":"e_1_3_5_67_1","doi-asserted-by":"crossref","unstructured":"Zec S. Soriani N. Comoretto R. Baldi I. (2017). High agreement and high prevalence: The paradox of Cohen\u2019s Kappa. The Open Nursing Journal 11 211\u2013218. https:\/\/doi.org\/10.2174\/1874434601711010211","DOI":"10.2174\/1874434601711010211"},{"key":"e_1_3_5_68_1","doi-asserted-by":"crossref","unstructured":"Zheng S. Kim H. Salzman E. Ankenman K. Bent S. (2021). Improving social knowledge and skills among adolescents with autism: Systematic review and meta-analysis of UCLA PEERS\u00ae for adolescents. Journal of Autism and Developmental Disorders 51(12) 4488\u20134503. https:\/\/doi.org\/10.1007\/s10803-021-04885-1","DOI":"10.1007\/s10803-021-04885-1"}],"container-title":["Autism"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/13623613261469913","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/full-xml\/10.1177\/13623613261469913","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/13623613261469913","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,10,1]],"date-time":"2026-10-01T05:17:37Z","timestamp":1790831857000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.sagepub.com\/doi\/10.1177\/13623613261469913"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,8,12]]},"references-count":67,"journal-issue":{"issue":"10","published-print":{"date-parts":[[2026,10]]}},"alternative-id":["10.1177\/13623613261469913"],"URL":"https:\/\/doi.org\/10.1177\/13623613261469913","relation":{},"ISSN":["1362-3613","1461-7005"],"issn-type":[{"value":"1362-3613","type":"print"},{"value":"1461-7005","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026,8,12]]}}}