Parent training and coaching are beneficial for parents of young children with autism and other developmental disabilities. Many service delivery models exist in the early childhood special education literature. The objectives of this presentation are (a) to describe a framework for defining the contextual features of training and coaching and (b) to present the results from a series of studies that focused on training and coaching parents of young children with disabilities using different contextual features from well-established service delivery models. Implications for research and practice will be discussed.