This review examined the therapeutic support literature for children with autism and/or an intellectual disability who have experienced interpersonal trauma. We captured studies that implemented a therapeutic support with this population and synthesised articles that made clinical practice recommendations. Fifty-two relevant articles were identified, and four patterns were uncovered. First, primary studies in this research domain are scant, diffuse, and largely lacking in methodological consistency. Second, the literature favoured therapeutic supports that relied less on verbal skills and/or demanded a high cognitive load. Further, parent/caregiver involvement was repeatedly emphasised. Finally, methods of therapeutic support delivery appeared consistent with the broader neurodevelopmental literature. Overall, these results provide an important first step toward establishing best practice for supporting these vulnerable children.