Culturally Responsive Early Intervention for Marginalized Families of Young Autistic Children: A Qualitative Inquiry

Abstract

Although early intervention is known to be effective in promoting positive child and family outcomes, not all families equally benefit from these services due to issues of access. Disparities are known to occur in the publicly funded early intervention system, which are exacerbated among marginalized families with diverse backgrounds, including cultural or linguistic differences. To examine determinants of culturally responsive early intervention, we conducted a qualitative study with 15 early intervention providers who work with marginalized families and their young child. We used a set of interview questions based on the Exploration, Preparation, Implementation, Sustainment (EPIS) framework to better understand the barriers, facilitators, and suggestions from providers in the field. Through thematic coding, we identified facilitators, barriers, and suggestions at the provider, organization, and systemic levels to provide culturally responsive early intervention services for marginalized families. Implications for policy and practice are discussed.