Table 4.

Intervention characteristics.

Study	Intervention description and dosage	Method of delivery to parent	Skills or aims of intervention
Hamad et al [49]	Web-based training intervention in behavioral interventions Dosage: intervention approximately 4-8 h within a 3-week period Three modules	On the Web using Blackboard Vista 4 platform Included: short Web-based lectures, practical exercises, video demonstrations of procedures, study questions, and frequent short Web-based quizzes.	• Positive reinforcement: selection and use of reinforcement. • Relationship building: parent and teaching cooperation. • Prompting and prompt fading.
Heitzman-Powell et al [50]	OASIS training intervention Research-to-practice Applied behavior analysis outreach training model Dosage: Eight modules; timeframe not specified	Training program combines Web-based instructional modules and participation in distance coaching sessions.	• Introduction to ASDaand behavioral treatment; • Basic ABAbprinciples and procedures • Use ABA procedures to teach new skills • Use ABA procedure to reduce challenging behavior • Generalize skills to other settings • Collection and analysis of data for data-based intervention decision-making • Working with treatment teams and other provider
Ingersoll and Berger [43] Ingersoll et al [44] Pickard et al [45]	Project ImPACT on the Web—Website-based training for a naturalistic, developmental-behavioral, parent-meditated intervention for children with ASD Dosage: Self-directed—Encourage to complete 1 lesson per week, approximately 80 min for 12 weeks. Therapists assisted—dosage same as self-directed group plus 2 30-min remote coaching sessions per week by trained therapist.	Access to training material was on the Web via personal computer. Included: narrated slideshow with embedded video examples of techniques, written description of lessons, exercises, homework, and reflection questions Training program for the therapist-assisted group was administered by trained therapists using videoconferencing software.	• Promote child social communication within the context of play and daily routines
St. Peter et al [46]	Implementation discrete-trial instructions using a video training materials Dosage: video training was 37 min in duration Written training was a 30-page manual	Written training materials (control) or video training materials (experimental) containing similar content.	• Increase adherence to discrete-trial instruction procedures.
Vismara et al [48]	Parent early start Denver model (P-EDSM) training Dosage: Once-per-week, 1 h parent training sessions for 12 weeks	Telehealth delivery using live, 2-way conferencing with a qualified therapist and the provision of a DVD including all intervention materials with the addition of video recorded examples of the therapist demonstrating skills.	• Increasing child’s attention and motivation • Using sensory social routines • Promoting dyadic engagements and joint activity routines • Enhancing nonverbal communication • Building imitation skills • Facilitating joint attention • Promoting sequence relations • Employing promoting, shaping, and fading techniques • Conducting functional assessments of behavior to develop new interventions.
Vismara et al [12]	Parent early start Denver model (P-EDSM) training Dosage: Once-per-week, 1.5 h parent training sessions for 12 weeks	Telehealth delivery using live, 2-way conferencing with a qualified therapist and a self-guided website.	• Increasing child’s attention and motivation • Using sensory social routines • Promoting dyadic engagements and joint activity routines • Enhancing nonverbal communication • Building imitation skills • Facilitating joint attention • Promoting sequence relations • Employing promoting, shaping, and fading techniques • Conducting functional assessments of behavior to develop new interventions.
Wacker et al [47]	Functional communication Dosage: Weekly 60 min sessions until completion of treatment,	Telehealth using PC and video-monitors from behavior consultants	• Child taught to comply with task request and then to mand for a break to play • Child requesting toys after having to wait for increasing period of time • Request attention when adult attention was removed.

^aASD: autism spectrum disorder^.

^bABA: applied behavior analysis.