Better engagement with culturally and linguistically diverse parents of autistic children in online parent-led therapy? An interpretative phenomenological analysis
DOKPE
- Oudet, Sarah ORCID University of Fribourg
- Howard, Katie ORCID University of Exeter
- Katsos , Napoleon ORCID University of Cambridge
- Durrleman, Stephanie ORCID University of Fribourg
- 2025
Published in:
- Advances in Autism. - Emerald. - 2025, p. 1-17
Autism
early years
young children
parent-led therapy
parent coaching
bilingual
bicultural
culturally and linguistically diverse
telehealth
barriers to specific support
interpretative phenomenological analysis
English
Purpose: This study aims to understand the lived experiences of culturally and
linguistically diverse (CaLD) parents of autistic children who participated in a
longitudinal self-directed (without clinical coaching) parent-led therapy (PLT) program
targeting social-communication skills, or who were unable to complete participation in
the longitudinal study coached group sessions. This work explores how each
participant’s specific context impacted their engagement with online PLT.
Methodology: Five mothers from a range of CaLD backgrounds participated in this study
from diJerent countries. Semi-structured online interviews were conducted.
Interpretative Phenomenological Analysis (IPA) was used to analyse data, focusing on
understanding each participant’s lived experience.
Findings: Two superordinate themes were developed; 1) Cultural diJerences amplify
barriers to online PLT; 2) Linguistic adaptations of therapeutic strategies need to be
contextualised for each CaLD environment.
Originality: PLT is emerging as a useful support approach for parents of autistic children
in bilingual environments. This study explores perspectives of CaLD parents who were
not able to complete group PLT programs to better understand to better engage parents
in online PLT.
Research imitations/implications: Participants had high English proficiency and
academic backgrounds, which may not represent the CaLD population struggling most
with PLT engagement. Further investigation amongst non-WEIRD (Western, Educated,
Industrialised, Rich, Democratic) populations is warranted.
Practical implications: Specific considerations for socio-cultural adaptations are
needed beyond linguistic translations.
Social implications: CaLD minorities without heritage links to their country of residence
face amplified challenges in supporting their autistic children. Such families need more
contextualised support to enhance PLT engagement.
linguistically diverse (CaLD) parents of autistic children who participated in a
longitudinal self-directed (without clinical coaching) parent-led therapy (PLT) program
targeting social-communication skills, or who were unable to complete participation in
the longitudinal study coached group sessions. This work explores how each
participant’s specific context impacted their engagement with online PLT.
Methodology: Five mothers from a range of CaLD backgrounds participated in this study
from diJerent countries. Semi-structured online interviews were conducted.
Interpretative Phenomenological Analysis (IPA) was used to analyse data, focusing on
understanding each participant’s lived experience.
Findings: Two superordinate themes were developed; 1) Cultural diJerences amplify
barriers to online PLT; 2) Linguistic adaptations of therapeutic strategies need to be
contextualised for each CaLD environment.
Originality: PLT is emerging as a useful support approach for parents of autistic children
in bilingual environments. This study explores perspectives of CaLD parents who were
not able to complete group PLT programs to better understand to better engage parents
in online PLT.
Research imitations/implications: Participants had high English proficiency and
academic backgrounds, which may not represent the CaLD population struggling most
with PLT engagement. Further investigation amongst non-WEIRD (Western, Educated,
Industrialised, Rich, Democratic) populations is warranted.
Practical implications: Specific considerations for socio-cultural adaptations are
needed beyond linguistic translations.
Social implications: CaLD minorities without heritage links to their country of residence
face amplified challenges in supporting their autistic children. Such families need more
contextualised support to enhance PLT engagement.
- Faculty
- Faculté des sciences et de médecine
- Department
- Section de médecine
- Language
-
- English
- Classification
- Memory and learning
- Other electronic version
- License
-
CC BY
- Open access status
- green
- Identifiers
-
- DOI 10.1108/AIA-09-2025-0090
- ISSN 2056-3868
- Persistent URL
- https://folia.unifr.ch/unifr/documents/334023
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