Autism-Specific Training for First Responders: A Systematic Review of Training Components and Outcomes

Abstract Purpose This systematic review identifies features of training development and delivery that support well-designed autism-specific training for FRs (first responders), while highlighting the remaining gaps in the literature. Methods The initial search included seven databases and Google Scholar using search terms synonymous to and including: autism and related diagnoses, training or education, and FR professions. Twelve studies ( N = 1,214) met inclusion criteria. Results Common themes of training development, delivery, and outcomes were identified throughout articles. Professionals informed training development in 11 studies, FRs in nine, and the autism community in seven. Studies often trained a single discipline, primarily law enforcement. Lecture and video were the most common formats, and five trainings included practice through roleplay, simulation, or virtual reality. Regardless of training design, studies reported statistically significant gains in knowledge, confidence, comfort, and training satisfaction and fit. Conclusion Autism specific training for FR varied widely in development, delivery, and evaluation. Most studies trained a single discipline, and none assessed real-world outcomes. Promising components include incorporating key perspectives as well as opportunities for practical skill development. Future research should prioritize rigorous evaluation of standardized training across disciplines.