784 - Parent Training for Latinx Toddlers with ASD: Development and Adaptation

Publication Number: 784.5905

Luis Rivas Vazquez, Oregon Health & Science University School of Medicine, Portland, OR, United States; Natalia Suarez Martinez, Connecticut Children's Medical Center, Rocky Hill, CT, United States; Rosalie Chuckta, Connecticut Children's Medical Center, Hartford, CT, United States; Gabrielle Michel, University of Connecticut, Storrs, CT, United States; Thyde Dumont-Mathieu, Connecticut Children's Medical Center/University of CT School of Medicine, Farmington, CT, United States; deborah Fein, University of Connecticut, Longmeadow, MA, United States; Sandy Magaña, University of Texas at Austin, Austin, TX, United States; Katharine Zuckerman, Oregon Health & Science University School of Medicine, Portland, OR, United States

Background: Many families of children with ASD experience delays in access to professional intervention. Latinx children face particular delays accessing autism spectrum disorder (ASD) care and often lack culturally and linguistically congruent interventions. While not a replacement for professional intervention, the Online Parent Training in Early Intervention (OPT-in-Early) program was developed to teach parents principles of both applied behavior analysis and naturalistic interventions for ASD, via a web-based platform. The goal of OPT-in Early is to support families during the waiting period between ASD diagnosis and initiation of professionally delivered services, or to supplement professional intervention when advisable.

Objective: Using focus groups with bilingual Latinx parents with an autistic child, to adapt the content, format, and usability of OPT-in Early for Latinx English- and Spanish-speakers.

Design/Methods: English/Spanish bilingual-bicultural Latinx parents of a child with ASD (diagnosed between ages 1-5), were recruited for a series of videoconference-based focus groups with a bilingual/bicultural moderator. Each focus group reviewed a single English module of the existing OPT-in Early program. Participants commented on the linguistic and cultural relevance of content, formatting, and user interface. Each session was audio recorded and transcribed. After each focus group, key points were thematically summarized. Study investigators iteratively reviewed the thematic memos, and relevant recommendations were incorporated into the website prior to translation to Spanish.

Results: 13 parents participated in 10 focus groups, producing feedback that fell into 4 main conceptual categories: user interface, content, accessibility and cultural representation.
The following aspects of the program were rated highly by the participants: 1) module content was easy to understand, especially for the target demographic, 2) user-friendly site, 3) videos were easy to follow and complementary to text.
The following improvements were recommended: 1) shorter and less text-heavy modules, 2) resolution of interface errors to facilitate use on all devices, and 3) inclusion of Hispanic/Latinx images, videos, and culturally relevant activities, songs, and foods.

Conclusion(s): Focus group feedback provided practical recommendations directed at improving cultural and accessibility aspects of the OPT-in Early program. Stakeholder input can assist in the development of programs for the Latinx community.

Table 1. Parent feedback on Opt-in Early Website and incorporation
A table complementing the highlighted themes and showcases several sample quotes of focus group participants (parents/caregivers).