Systematic coaching can help early intervention (EI) practitioners gain the skills needed to support children's regulation leading to gains in social engagement and decreases in challenging behavior for children with autism spectrum disorder (ASD). Responsive social interactions are important for children's cognitive, communicative, and social-emotional development as outlined by the Division for Early Childhood (DEC) recommended practices for interaction. Honing an EI practitioner's ability to notice and respond is the foundation upon which the EI practitioner can learn to respond to not only the child's initial presentation, but also their changing profile of engagement and regulation over time. After achieving JASPER (Joint Attention, Symbolic Play, Engagement and Regulation; Kasari et al., 2006) implementation fidelity with the child, the EI practitioner is now ready to learn to coach caregivers. This article follows new and less experienced EI practitioner Natalie's journey as she works with senior interventionist Lindsey to apply a social communication intervention with a 30-month-old named Derrick who was experiencing challenges with regulation as he began EI. Mastery of the intervention with the child is a requirement before Natalie learns to coach Derrick's parents to apply the strategies. At this stage, Coach Lindsey can model strategies, discuss, and answer questions from the caregiver, with coaching occurring as a second-stage intervention.