For children with autism or other complex communication needs (CCN), access to augmentative and alternative communication (AAC) systems can increase opportunities to effectively participate in many aspects of daily life. The use of AAC can enhance communication, language, and learning for children with CCN (Hidecker, 2020), and allows for increased interaction with communication partners. Children with CCN who use AAC to communicate are at a high risk in the areas of development of functional communication skills, speech and language, social engagement, and access to education and academics (Sennott et al., 2016). Early speech and language development is critical so that young children can express needs and wants, interact socially, expand their cognitive skills, and develop the foundations for later language (Light et al., 2010). For that reason, early intervention for students with CCN is needed to address these areas and aid in providing successful outcomes for children. For the use of AAC to become natural, the system should be introduced early, and children must see the system in use often. Children with CCN must be provided multiple opportunities to engage in communication exchanges using the AAC system across multiple settings and with multiple partners. This requires parents and caregivers to understand the system and feel comfortable with its use. Parents should understand how to engage in communication exchanges and model these exchanges using the selected AAC. It is important for children with CCN to engage in communication exchanges in other settings outside of school and therapy sessions, so they are able generalize skills across multiple settings and communication partners (Waddington et al., 2017). In the study, a Program Evaluation model was utilized to address two research questions. Additionally, it investigated the effects of parent training on the comfortability and use of specific communication interventions and AAC in the home setting. Through the training sessions, participants were given the opportunity to engage in three content modules designed by Project Core. The participants received targeted training on early communication development, core vocabulary related to the use of core boards as a communication tool, and the application of aided language input as a method that allowed them to increase comfort and use of core boards at home. Through the engagement in training sessions in the use of communication interventions using AAC, parents became more confident in utilizing the chosen mode of communication in multiple contexts in the home setting. [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.]