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Caregiver-Implemented Intervention for Young Children with Autism Spectrum Disorder: A Systematic Review of Coaching Components

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Abstract

Caregiver-implemented intervention, commonly facilitated via coaching, is an increasingly common approach to early intervention for infants and toddlers with or at risk for autism spectrum disorder (ASD). The present systematic review examines four coaching components across the literature on caregiver-implemented intervention models for children under 36 months with or at risk for ASD. Systematic search procedures resulted in 26 studies for review. Results showed that although most studies addressed building on caregivers’ competence and guided practice, many neglected to address collaborative coaching components, including planning, reflection, and decision making. Less than a quarter of the studies reviewed described incorporating all four coaching components, highlighting remaining gaps in the literature. Implications of our findings and recommendations for future research are discussed.

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Acknowledgments

Preparation of this manuscript was supported by a graduate assistantship provided by The University of Alabama.

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  1. Department of Special Education and Multiple Abilities, The University of Alabama, Box 870232, Tuscaloosa, AL, 35487, USA

    Kimberly R. Tomeny & R. A. McWilliam

  2. Department of Psychology, The University of Alabama, Box 870348, Tuscaloosa, AL, 35487, USA

    Theodore S. Tomeny

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Correspondence to Kimberly R. Tomeny.

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Tomeny, K.R., McWilliam, R.A. & Tomeny, T.S. Caregiver-Implemented Intervention for Young Children with Autism Spectrum Disorder: A Systematic Review of Coaching Components. Rev J Autism Dev Disord 7, 168–181 (2020). https://doi.org/10.1007/s40489-019-00186-7

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