Korean Immigrant Mothers and the Journey to Autism Diagnosis and Services for Their Child in the United States.

Since autism diagnosis is directly linked to the availability of supportive services, identifying best practices for early diagnosis of autism has long been a concern of professionals and families. Meanwhile, studies show persistent racial disparities in autism diagnosis. Although numerous clinical diagnostic guidelines have been published, there is not enough discussion of diagnostic procedures through the lens of culturally diverse families. PURPOSE: This study focuses on the autism diagnostic experiences that Korean immigrant mothers had with their children. METHODS: Eleven first-generation Korean-American mothers of children with autism were included in the study. The data was collected using semi-structured interviews in Korean. RESULTS: The main five factors (i.e., cultural beliefs and values, language barriers, complex emotions, immigration and navigating systems, and facilitators and assets) that mainly influence the diagnosis process were identified through thematic analysis. CONCLUSION: Dynamics are interactive within and between the factors, influencing the entire diagnostic process by either delaying or facilitating the identification of a child's autism and the provision of treatment.

Experiences of Autistic College Students in Higher Education and Their Relations with Faculty.

PURPOSE: The purpose of this study was to investigate the various factors that may contribute to the academic self-concept of autistic college students, including the potential influence of academic success. METHODS: A sample of autistic participants (n = 12) were interviewed regarding autistic college students' experiences. Transcripts were analyzed using a modified grounded theory approach. RESULTS: Most students had a positive academic self-concept due to factors like major selection based on passion and interest, following family values, personal motivation to do well, proving someone wrong, and striving for high academic achievement. Although accommodations were not the main focus of the study, they were found to affect student academic self-concept as well. CONCLUSION: Post-secondary institutions should consider incorporating intervention and support programs that assist in improving neurodiverse students' self motivation and self regulation skills to encourage these students to be academically successful while maintaining their well-being. They should also provide professional development initiatives aimed at enhancing the capacity of faculty and staff to address the unique needs of autistic students and ensure the successful implementation of accommodations. This approach will contribute to a more inclusive and supportive learning environment for autistic college students, promoting their academic success and well-being.

The glue that keeps everybody together: Peer support in mothers of young children with special health care needs.

BACKGROUND: The first years following diagnosis may be particularly challenging for parents and peer support from other parents of children with special health care needs may buffer their stress. METHODS: This qualitative interview study sought to explore the impact of early access to parental peer support and whether it leads to positive adaptation and improved family well-being. RESULTS: Five mothers of young children with special health care needs from peer support organizations in two northern US states participated in interviews by telephone or Zoom. Themes of interest included professional scrutiny, going through the motions, someone who understands, learning and sharing, and one size does not fit all. Although most participants attributed positive changes in their emotional well-being to the support they received, they were wary of extending the impact of peer support to their child and family. CONCLUSIONS: Implications for practice include embedding peer support programmes in neonatal care units and children's hospitals, as well as the addition of mindfulness practices to facilitate parental adaptation to disability and promote family well-being.

Meeting families where they are: Text-based support in parent to parent programs.

BACKGROUND: Social support can be an important buffer to stress to parents when their child has a disability. Parent to parent (P2P) is an evidence-based peer support program for parents of children with disabilities, where support is provided over the telephone. However, younger parents may prefer electronic communication platforms. METHODS: This paper reports on the results of an online survey of P2P stakeholders regarding: How text-based support is being used in P2P programs and whether text-based support is perceived as providing benefits to parents of children with disabilities. A 13-item survey was developed, which included 10 opportunities to provide Likert, nominal, ordinal and dichotomous responses, as well as three open-ended questions. Thirty-one P2P coordinators participated. RESULTS: The majority of participants reported that text-based support was provided regularly in support relationships, most frequently to parents between 25 and 34. The most common platforms used included email and text messages, private Facebook groups and the Facebook Messenger application. Participants indicated that most P2P programs did not have a written policy or guidelines regarding text-based support. Qualitative themes of best practice, connection, (mis)understanding, convenience, preferences and privacy are also presented. CONCLUSION: Because parents of young children are frequently referred to P2P programs for information and support, it is important the P2P program adapts to the preferences of a new generation while continuing to provide reliable and effective support. (word count: 225).

Helping Optimize Language Acquisition (HOLA) Online Parent Training Modules for Latinx Parents of Toddlers at Risk for ASD: Protocol for a Pilot Funded by the Organization for Autism Research.

BACKGROUND: Culturally competent parent training in evidence-based intervention for autism spectrum disorder (ASD) can provide young Latinx children from underserved communities with early interventional support while they wait for professional services, thus reducing the impact of intervention delays. Providing parents with brief bilingual training in Pivotal Response Treatment (PRT) is a strategy that can overcome these barriers and is inexpensive to disseminate. Brief PRT training has been shown to significantly improve joint attention, expressive language, responsivity, and adaptive skills in young children with ASD. However, it is unknown whether an interactive, culturally competent online parent training in PRT is effective in a Latinx population. OBJECTIVE: To this end, we will recruit 24 children (16-36 months old) at risk for ASD and their parent(s) from East and South Los Angeles and provide them with a series of 6 online learning modules in their choice of Spanish or English. METHODS: This pilot study will utilize a single-group, pilot, pre-post design with follow-up assessments 6 weeks later. Linear mixed-effects model analysis will be used to explore most parent-reported and coded outcomes. RESULTS: Brief online parent training in evidence-based treatments has the capacity to increase access to culturally competent early communication interventions for young children at risk for ASD. CONCLUSIONS: The results of this trial may have particular salience in additional underresourced communities where children have limited access to interventions prior to entering school. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): PRR1-10.2196/18004.

Parent-to-Parent support providers: How recruits are identified.

OBJECTIVE: To examine selection criteria for Parent-to-Parent support parents trained to provide support to other parents of children with disabilities. METHOD: Ten leaders of Parent-to-Parent programmes participated in telephone interviews to explore attributes associated with parents selected to be trained as support parents. RESULTS: Qualitative analysis reveals parents deemed "ready" to become support parents, build relationships, exhibit positivity, build capacities, have good communication skills and a future orientation and feel the need to give back. An additional set of attributes we have named, "red flags" are associated with parents not suitable to provide support are also presented. CONCLUSIONS: Parent-to-Parent support parents are informally identified by a set of characteristics that can be operationalized for screening purposes. Findings provide support for the positive influence of the peer support relationship and identify the need for a measure of parent "readiness" to assist in the recruitment of quality support parents for the Parent-to-Parent organization.