A persistent gap between research and practice in autism early intervention is evident in the continued use of practices lacking empirical support and the underutilization of evidence-based approaches. Although resources outlining effective interventions exist, these are often insufficient to change provider behavior, underscoring the need for more targeted dissemination strategies. This pilot study, Supporting Professionals in Autism Research Knowledge (SPARK), examined the feasibility, social validity, and core features of an online professional development program for 16 early intervention providers, aiming to enhance their understanding of empirically supported practices while identifying unsupported interventions to avoid. The program was grounded in principles from cognitive science, including clear language, credible sources, and visual aids. Pre- and post-intervention measures assessed changes in providers’ attitudes and intentions regarding the use of both evidence-based and unsupported interventions. Participants rated SPARK as socially valid and relevant to their professional needs. However, no significant changes were observed in attitudes or intentions regarding unsupporgted practices. Findings indicate the acceptability of applying cognitive science principles in professional development but suggest that additional components, like coaching, may be necessary to support behavior change. Study limitations include the small, homogenous sample and the need for larger trials with more sensitive outcome measures.