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Common and Differing Elements Across Caregiver-Mediated Social Communication Programs Supporting Autistic Children: A
Vipula Rajesh Kumar1, Lauren Choi2, Janis Oram1
1Western University, London, Ontario, Canada.
Autism : the International Journal of Research and Practice
|August 12, 2026
Summary
This review compared 18 caregiver-mediated social communication interventions for autistic children, identifying 70 distinct coaching strategies. Findings highlight program variations and the need for precise measures to compare interventions for personalized autism care.
Area of Science:
- Developmental Psychology
- Applied Behavior Analysis
- Speech-Language Pathology
Background:
- Caregiver-mediated interventions are crucial for social communication development in young autistic children.
- Existing evidence-informed programs lack clear distinctions in shared and unique elements, complicating personalized care selection.
- This gap hinders caregivers and clinicians in tailoring interventions to individual needs and preferences.
Purpose of the Study:
- To conduct a scoping review and content analysis of commercially available caregiver-mediated social communication interventions.
- To identify and compare the child skills targeted and caregiver-coached strategies across different intervention types.
- To provide a foundation for understanding intervention components and supporting individualized decision-making in autism care.
Main Methods:
- Scoping review and content analysis of 18 caregiver-mediated social communication interventions.
- Data extraction from program manuals, fidelity tools, literature, and websites for developmental social pragmatic (DSP) and naturalistic developmental behavioral interventions (NDBIs).
- Thematic grouping of 70 identified caregiver-coached strategies into eight categories aligned with developmental skills.
Main Results:
- Interventions varied in scope, targeting either a broad range of skills or specific developmental areas.
- Seventy caregiver-coached strategies were identified and categorized, with both common and unique strategies across programs.
- Notable differences in strategy operationalization were observed despite similar terminology, indicating a need for clearer fidelity measures.
Conclusions:
- Significant variability exists in caregiver-mediated social communication interventions for autistic children.
- The identification of common and unique strategies, alongside implementation differences, underscores the need for precise fidelity measures.
- This study provides groundwork for future research on intervention "active ingredients" and supports informed, individualized clinical decision-making in autism care.
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