Self-Paced Online Intervention Training for Parents of Individuals on the Autism Spectrum: A Literature Review

ORCID

Zhigao Liang: https://orcid.org/0000-0003-0179-0844; Shuang Liang: https://orcid.org/0009-0008-4676-8601; Juanjuan Zuo: https://orcid.org/0009-0001-7330-8140

MSU Affiliation

College of Education; Department of Teacher Education and Leadership

Creation Date

2026-06-30

Abstract

Objectives: The current study aimed to examine existing research on self-paced online intervention training for parents of individuals on the autism spectrum and further explore how to create and deliver self-paced online training programs for parents. Methods: Systematic searches of electronic databases and reference lists identified 17 studies meeting the inclusion criteria. The Evaluative Method for Determining EBP in Autism was used to evaluate the empirical evidence of the included studies. Results: The current study summarized the coding, including research design, targeted skills, training technology, training methods and components, training session or duration, and training outcomes. As for the quality of included studies, 41% rated them as strong, 24% rated them as adequate, and 35% rated them as weak. Conclusions: Self-paced online intervention training could effectively support parents of young children on the autism spectrum in learning intervention knowledge, methods, or strategies, especially knowledge of applied behavior analysis and social communication intervention methods and strategies. It is promising to conclude that self-paced online intervention training is a socially valid method.

Publication Date

4-29-2025

Publication Title

International Journal of Developmental Disabilities

Publisher

Taylor and Francis

First Page

1

Last Page

14

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Digital Object Identifier (DOI)

https://doi.org/10.1080/20473869.2025.2496718