26:T54e,

Children with autism spectrum disorder (ASD) experience differences in social communication skills which are reflected in their interactions with others, including family members. Family-based interventions can support interactions and improve developmental outcomes. Using a person-based approach, we obtained feedback and perspectives from family members’ related to the Speak, Play & Listen intervention—an online, family-mediated intervention to support social communication development for children with ASD. The Speak, Play & Listen intervention uses a cascading model where a researcher supports the parent who then trains and coaches siblings without ASD during play with their sibling with ASD. We conducted a formative qualitative research study to improve and refine the Speak, Play & Listen intervention using four focus groups to obtain feedback. Focus groups included parents of children with ASD (two groups; N = 14), as well as siblings without ASD ages 13 to 17 (one group; N = 7) and ages 18 to 21 (one group; N = 9). Results included parent and sibling perceptions related to positive features, benefits, and potential challenges of the intervention, as well as suggestions to improve the intervention.

27:T4b7,

Contemporary evidence-based decision frameworks recommend that educational practice integrate strategies supported by scientific evidence, with data to demonstrate individual effectiveness, and consumer perspectives. While large-scale reviews like the National Clearinghouse on Autism Evidence and Practice (NCAEP) identify empirically supported strategies, social validation can help us understand if practices align with consumer values. We conducted a secondary analysis of studies included in the NCAEP technical report to examine researchers’ use of social validation measures across the autism intervention literature. Results indicated 27.89% of studies included social validity, with researchers predominantly relying on subjective rather than objective measures. Caregivers were the primary informants in early childhood studies, and autistic individuals predominantly assessed social validity in adolescent and young adult studies. Furthermore, fewer than half of these assessments evaluated the full social validity construct, which encompasses intervention goals, procedures, and outcomes. These findings offer opportunities for improving social validation practices in autism research.

28:T479,

This study investigates the experiences and perspectives of Sikh caregivers of autistic children with respect to cultural awareness and educational support. Existing literature indicates that caregivers of autistic children already face systemic barriers in accessing appropriate services, and that for minoritized populations is often compounded. Data from a survey (n = 113) and focus groups (n = 11) in this study reveal a significant gap in autism knowledge between Sikh caregivers own beliefs and those that they perceive to be held broadly by the Sikh community. The results echo previous similar diaspora-related research, highlighting persistent cultural stigma and misconceptions surrounding autism, as well as language barriers and a lack of culturally relevant community resources. These challenges often hinder caregivers’ access to support services. This study underscores the need for cultural competence in educational practices and increased community awareness to foster understanding and improve support for autistic individuals and their caregivers within the Sikh community.