Authors : Irene Serwaa Agyapong

Volume/Issue : Volume 11 - 2026, Issue 7 - July

Google Scholar : https://tinyurl.com/bds2ut67

Scribd : https://tinyurl.com/4z7sjzu7

DOI : https://doi.org/10.38124/ijisrt/26jul415

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Early intervention can improve communication, adaptive functioning, and participation among autistic children, yet many families experience long diagnostic delays, limited specialist access, transportation barriers, and culturally mismatched services. This paper argues that caregiver training is one of the most scalable and equity-oriented models for improving early intervention outcomes because it moves evidence-based strategies from clinic-only delivery into daily routines where young children spend most of their time. Drawing on developmental, behavioral, family-centered, and implementation science frameworks, the paper synthesizes evidence on parent-mediated and caregiver-mediated interventions, identifies mechanisms through which coaching changes child and family outcomes, and proposes a practical model for implementation in low-resource communities. The central argument is not that caregiver training should replace professional services, but that it should become a core service layer that expands reach, improves continuity, and strengthens generalization. The paper concludes with policy, practice, and research recommendations for building sustainable caregiver training systems through primary care, early intervention programs, schools, telehealth, and community organizations.

Keywords : Autism Spectrum Disorder; Caregiver Training; Early Intervention; Parent-Mediated Intervention; Implementation Science; Underserved Communities.

References :

1. American Academy of Pediatrics. (2020). Identification, evaluation, and management of children with autism spectrum disorder. Pediatrics, 145(1), e20193447.
2. Centers for Disease Control and Prevention. (2025). Data and statistics on autism spectrum disorder. CDC Autism and Developmental Disabilities Monitoring Network.
3. Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., Donaldson, A., & Varley, J. (2010). Randomized, controlled trial of an intervention for toddlers with autism: The Early Start Denver Model. Pediatrics, 125(1), e17-e23.
4. Ingersoll, B., & Dvortcsak, A. (2019). Teaching social communication to children with autism and other developmental delays: The Project ImPACT manual for parents. Guilford Press.
5. Kasari, C, Gulsrud, A., 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, 1045-1056.
6. Lord, C., Elsabbagh, M., Baird, G., & Veenstra-VanderWeele, J. (2020). Autism spectrum disorder. The Lancet, 392(10146), 508-520.
7. Pickles, A., Le Couteur, A., Leadbitter, K., Salomone, E., Cole-Fletcher, R., Tobin, H., et al. (2016). Parent-mediated social communication therapy for young children with autism: Long-term follow-up of a randomized trial. The Lancet, 388(10059), 2501-2509.
8. Salomone, E., Pacione, L., Shire, S., Brown, F. L., Reichow, B., & Servili, C. (2019). Development of the WHO Caregiver Skills Training Program for developmental disorders or delays. Frontiers in Psychiatry, 10, 769.
9. World Health Organization. (2024). WHO Caregiver Skills Training for families of children with developmental delays or disabilities. WHO Mental Health and Substance Use Programme.
10. Zwaigenbaum, L., Bauman, M. L., Choueiri, R., Kasari, C., Carter, A., Granpeesheh, D., et al. (2015). Early intervention for children with autism spectrum disorder under 3 years of age. Pediatrics, 136(Suppl. 1), S60-S81.