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Challenging behaviors (CBs) occur among 50–70% of children with autism spectrum disorder (ASD), and approximately 1 in 4 children with ASD are diagnosed with comorbid disruptive behavior disorders. Parent-mediated interventions (PMIs), wherein parents learn to act as interventionists for their children, are efficacious for reducing CBs in children with ASD. Therefore, parents’ acceptability of PMIs, as well as how they put into practice what they learn, influences treatment outcomes. Parents’ own internal experiences influence acceptability and implementation and, for these reasons, are important for psychologists to consider during treatment. Parents’ emotions and cognitions may mediate the relationship between their treatment acceptability and participation in PMIs that result in reduced CBs in ASD. In this article, we synthesize literature in this area, overview research-based and parent-focused recommendations for psychologists delivering PMIs with an emphasis on bioecological systems theory, and identify areas of future research. Using a composite case example, we also illustrate how parents’ internal experiences may influence PMI outcomes and ways psychologists might respond.

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Students who enter kindergarten without school readiness skills are more likely to demonstrate academic, behavioral, and social struggles during school. Children with autism spectrum disorder (ASD) are particularly at risk for underdeveloped school readiness skills, which can undermine academic achievement, and result in poor long-term outcomes. The purpose of this article is to synthesize literature that aligns with a widely used Office of Head Start’s model of school readiness, applied to children with ASD, and to present critical gaps in research and opportunities for practice that may improve school readiness in this population. Research in this area may ultimately help to enhance service delivery that improves preparation for school and, therefore, later academic and long-term life outcomes for students with ASD.

Objective: To identify caregiver cognitions and perceptions that may contribute to parenting stress among families of children with autism spectrum disorder (ASD) who receive treatment for severe behaviors.