Studies points to the importance of parents as co-therapists in the treatment of children diagnosed with autism spectrum disorder. On reviewing some of the major researches that are concerned with the engagement of parents in therapy, we observed significant improvements, such as increase of the generalization of skills learned, significant improvement of affective contact, increase of the shared attention and especially a greater verbal and nonverbal communication, indicating the effectiveness of the inclusion of parents in therapy. For communication to be the main area of intervention, we will cite the development of communication in typical children and in children with autism. Models such as the ESDM ( Early Start Denver Model; Rogers and Dawson, 2010) and PRT (Pivotal Response Treatment; Koegel and Koegel, 2006) consider important and necessary training of these parents for a better development of children. Both use behavioral and developmental techniques to stimulate social, communicative, and cognitive skills. Therefore, it became necessary to cite these two kinds of approaches. The purpose of this study is to do a bibliographic research, making a theoretical review of the above methodologies and researches, using these models for training parents as co-therapists for their autistic children. Evaluate the effectiveness of the involvement of these parents to treat their children and propose an intervention based on the parents group, will also be important objectives in this study. The proposal for a group of parents is presented to motivate their engagement in the treatment of these children and increase the quality of social and affective interactions. Groups of training and support are provided as suggestions for parents are also advised and supported.