Impairments in social communication are the core diagnostic features of autism spectrum disorders (ASD). In the past two decades findings from important clinical research studies have translated into improvements in understanding and practice, for example leading to a reduction in the age at which autism is commonly first recognised and diagnosed in many communities. One area of research that has not, perhaps surprisingly, progressed as much as would have been expected is that of psychological interventions. One paper (Landa, Holman, O'Neill, & Stuart, 2011) in the current issue of the "Journal" is therefore notable in that it forms part of a "new wave" of intervention studies that are characterised both by a focus on specifically enhancing social communication outcomes and by using an RCT design. Landa and colleagues compared two kindergarten programmes for 29-month-olds with an ASD. This article presents the author's reflections Landa, Holman, O'Neill, and Stuart (2011).