Naturalistic instruction strategies support increased opportunities for young children to practice attainment of communication and social emotional skills. This is critically important for young children with autism spectrum disorder, which is characterized by challenges in communication and social emotional development. Specifically, children with autism spectrum disorder can benefit from individualized, frequent opportunities to practice skills within the natural environment. While technology-enhanced family coaching has been studied in previous research and found to be an effective way to support parents to use naturalistic instruction strategies with fidelity, there is still more to learn about what works best for whom under what conditions. Therefore, this three-manuscript dissertation attempted to extend the existing literature through: (a) examining the literature on technology-enhanced family coaching for young children with autism; (b) designing and implementing a mixed-methods technology-enhanced family coaching intervention; and (c) integrating social validity data with visual analysis at multiple timepoints during the intervention. A systematic review following PRISMA guidelines added to the literature on the commonly reported elements of family coaching and revealed gaps regarding important components such as the population studied, coaching procedures, and social validity. Based on the results of this systematic review, I designed a mixed methods study that included a single case multiple baseline across strategies design which embedded a qualitative thematic analysis of open-ended social validity questionnaires. Participants included a mother, Elisabeth, and her five-year-old son Max (pseudonym). Max was receiving special education services for autism spectrum disorder and frequently demonstrated challenging behaviors during transitions. Coaching was provided via email and was delivered following a flexible schedule determined by Elisabeth. She chose the routine to target as well as the method of feedback (email) and goal behavior (transitioning activities). I observed a functional relation between the email feedback and Elisabeth's use of NI strategies. Max also increased his responses to transition opportunities. Social validity results yielded three themes after qualitative analysis: (a) quality and effectiveness of coaching are most important; (b) family dynamics, caregiver well-being, and child well-being were impacted by Max's behavior; and (c) expectations for coaching were focused on creating a positive overall home environment and interactions among all family members while requiring the least amount of extra time or tasks. Integration of single-case design (quantitative) and social validity (qualitative) data resulted in convergent and divergent themes. Implications for research and practice were provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]