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) programme 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. Design/methodology/approach Five mothers from a range of CaLD backgrounds participated in this study from different countries. Semi-structured online interviews were conducted. Interpretative phenomenological analysis was used to analyse data, focusing on understanding each participant’s lived experience. Findings Two superordinate themes were developed: (1) cultural differences amplify barriers to online PLT; (2) linguistic adaptations of therapeutic strategies need to be contextualised for each CaLD environment. Research limitations/implications Participants had high English proficiency and academic backgrounds, which may not represent the CaLD population struggling most with PLT engagement. Further investigation among non-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. Originality/value 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 programmes to better understand to better engage parents in online PLT.
Oudet et al. (Fri,) studied this question.