The focus of this article is on the transactional relationship of research and practice for speech-language pathologists serving infants and toddlers with and at risk for autism spectrum disorder in Individuals with Disabilities Education Act supported early intervention. Specifically, information is provided on (a) the relationship between parent-implemented social communication interventions for young children with autism spectrum disorder and family-centered practice; (b) the importance of family-centered practice to capacity building with families within their natural environments; and (c) adult learning principles that build the family's capacity to meet their child's social communication needs. Examples from previous and current research, as well as implications for future research, are provided.