Martin Loya Melanie R, Meadan Hedda
Department of Special Education, University of Illinois Urbana Champaign, Champaign, IL USA.
Behav Anal Pract. 2024 Feb 26;17(3):841-853. doi: 10.1007/s40617-024-00916-2. eCollection 2024 Sep.
Autistic children from Spanish-speaking homes are part of a growing group of children at the intersection of multiple marginalized identities. Research suggests a "bilingual advantage" exists, similar to that experienced by neurotypical bilingual children, and autistic adults report positive social outcomes due to being bilingual. However, much less is known about providers' experiences who play a crucial role in whether families can maintain their heritage language(s) with their children. This exploratory qualitative study examined ethical challenges and needs of U.S.-based bilingual behavior analysts who provide home-based support for autistic children from Spanish-speaking homes. This study was informed by a demographic questionnaire and semi-structured interviews with participants ( = 14) across the United States. Participants' experiences were analyzed thematically. Findings included major themes and subthemes including challenging ethical experiences and behavior analysts' needs to provide high quality services. Implications are presented across the organizational, provider, and research and higher education levels.
The online version contains supplementary material available at 10.1007/s40617-024-00916-2.
来自讲西班牙语家庭的自闭症儿童是处于多种边缘化身份交叉点的不断壮大的儿童群体的一部分。研究表明存在一种“双语优势”，类似于神经典型双语儿童所经历的那种优势，并且自闭症成年人报告称由于掌握双语而获得了积极的社会成果。然而，对于在家庭能否与孩子保持其母语方面发挥关键作用的服务提供者的经历，我们所知甚少。这项探索性定性研究考察了为来自讲西班牙语家庭的自闭症儿童提供居家支持的美国双语行为分析师所面临的伦理挑战和需求。该研究以一份人口统计学问卷以及对美国各地14名参与者进行的半结构化访谈为依据。对参与者的经历进行了主题分析。研究结果包括主要主题和子主题，其中有具有挑战性的伦理经历以及行为分析师提供高质量服务的需求。研究结果在组织、服务提供者、研究以及高等教育层面都有所体现。
在线版本包含可在10.1007/s40617 - 024 - 00916 - 2获取的补充材料。
