Caregiver Training as a Scalable Model for Improving Early Intervention Outcomes among Autistic Children

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.