{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,28]],"date-time":"2026-08-28T17:16:13Z","timestamp":1787937373344,"version":"build-2784847793"},"reference-count":52,"publisher":"SAGE Publications","license":[{"start":{"date-parts":[[2026,5,1]],"date-time":"2026-05-01T00:00:00Z","timestamp":1777593600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"},{"start":{"date-parts":[[2026,5,1]],"date-time":"2026-05-01T00:00:00Z","timestamp":1777593600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"funder":[{"DOI":"10.13039\/100016395","name":"National Center for Special Education Research, Institute of Education Sciences","doi-asserted-by":"publisher","award":["R324B230011"],"award-info":[{"award-number":["R324B230011"]}],"id":[{"id":"10.13039\/100016395","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Autism &amp; Developmental Language Impairments"],"published-print":{"date-parts":[[2026,5]]},"abstract":"<jats:sec>\n                    <jats:title>Background and Purpose<\/jats:title>\n                    <jats:p>Caregiver-mediated early intervention (EI) for autistic children depends on meaningful caregiver engagement, yet Latine families face persistent structural and cultural barriers to equitable participation. Despite growing recognition of cultural responsiveness (CR) as a core EI component, few studies have examined how providers enact culturally responsive practices or whether those practices relate to observed caregiver engagement. This mixed-methods study examined that relationship in community-based EI services for Latine families of autistic children.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>This secondary analysis drew from a larger community effectiveness trial conducted across EI agencies in California. Using an explanatory sequential mixed-methods design, Parent Participatory Engagement (PPE) scores from 95 videos were used to purposively sample sessions reflecting high (75th percentile; n\u2009=\u200926) and low (25th percentile; n\u2009=\u200925) caregiver engagement, yielding 51 videos for all quantitative and qualitative analyses. The sample included 16 EI providers (56.3% Latine) and 24 caregivers (87.5% Latine; 95.8% mothers) of children ages 12\u201336 months. A novel 12-item CR codebook was applied to sampled videos. Two ordinary least square regression models examined whether CR predicted PPE scores and which provider and session-level variables predicted CR. Inductive thematic analysis explored qualitative patterns in culturally responsive and unresponsive coaching.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      CR and caregiver engagement were significantly positively associated (\n                      <jats:italic toggle=\"yes\">r<\/jats:italic>\n                      \u2009=\u2009.44,\n                      <jats:italic toggle=\"yes\">p<\/jats:italic>\n                      \u2009=\u2009.001;\n                      <jats:italic toggle=\"yes\">R<\/jats:italic>\n                      <jats:sup>2<\/jats:sup>\n                      \u2009=\u2009.198). Provider and session-level predictors explained 51.1% of CR variance (\n                      <jats:italic toggle=\"yes\">F<\/jats:italic>\n                      (10,40)\u2009=\u20094.18,\n                      <jats:italic toggle=\"yes\">p<\/jats:italic>\n                      \u2009&lt;\u2009.001); Project Improving Parents as Communication Teachers treatment condition (\u03b2\u2009=\u20090.30,\n                      <jats:italic toggle=\"yes\">p<\/jats:italic>\n                      \u2009&lt;\u2009.001) predicted higher CR. Qualitative analysis identified three CR domains: home language use, centering family culture, and equitable partnership. While providers often demonstrated rapport-building (\n                      <jats:italic toggle=\"yes\">personalismo<\/jats:italic>\n                      ) and validated caregiver concerns, non-exemplary practices were common\u2014including failing to inquire about cultural alignment of strategies, not soliciting caregiver perspectives, and framing interventions as separate from everyday family routines.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions and Implications<\/jats:title>\n                    <jats:p>Findings reveal a gap between Individuals with Disabilities Education Act Part C mandates for family-centered EI and actual culturally responsive practice with Latine families. Providers frequently defaulted to hierarchical, practitioner-driven models that centered dominant cultural norms over families\u2019 values and daily practices. EI professional development must intentionally build providers\u2019 capacity for cultural humility, collaborative goal-setting, and embedding strategies within families\u2019 lived contexts.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1177\/23969415261479551","type":"journal-article","created":{"date-parts":[[2026,8,25]],"date-time":"2026-08-25T16:10:31Z","timestamp":1787674231000},"update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":0,"title":["Cultural Responsiveness in Community Early Intervention: A Mixed-Methods Observational Study of Coaching Practices"],"prefix":"10.1177","volume":"11","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-0531-321X","authenticated-orcid":false,"given":"Ana D.","family":"Due\u00f1as","sequence":"first","affiliation":[{"name":"University of Washington"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Barbara","family":"Caplan","sequence":"additional","affiliation":[{"name":"Department of Psychology, California State University, Long Beach"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0008-5932-6247","authenticated-orcid":false,"given":"Tatiana","family":"R. Gallardo","sequence":"additional","affiliation":[{"name":"Department of Psychology, San Diego State University, and University of California"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0001-1080-0314","authenticated-orcid":false,"given":"Wendy","family":"Ochoa","sequence":"additional","affiliation":[{"name":"Department of Psychology, San Diego State University, and University of California"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Carmen","family":"Orendain-Soto","sequence":"additional","affiliation":[{"name":"Department of Psychology, San Diego State University, and University of California"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Karely Valdez","family":"Lopez","sequence":"additional","affiliation":[{"name":"Department of Psychology, California State University, Long Beach"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Monserrat","family":"Valladares","sequence":"additional","affiliation":[{"name":"Department of Psychology, San Diego State University, and University of California"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4691-1171","authenticated-orcid":false,"given":"Sarah","family":"Rieth","sequence":"additional","affiliation":[{"name":"Department of Psychology, San Diego State University, and University of California"},{"name":"Department of Psychology, Child and Adolescent Services Research Center, San Diego, CA, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2026,8,25]]},"reference":[{"key":"e_1_3_2_2_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10826-012-9644-7"},{"key":"e_1_3_2_3_1","doi-asserted-by":"publisher","DOI":"10.1080\/10665684.2021.1992604"},{"key":"e_1_3_2_4_1","doi-asserted-by":"publisher","DOI":"10.1191\/1478088706qp063oa"},{"key":"e_1_3_2_5_1","doi-asserted-by":"publisher","DOI":"10.3109\/09638288.2014.933899"},{"issue":"8","key":"e_1_3_2_6_1","first-page":"2173","article-title":"Latino and non-Latino white parents\u2019 experiences raising their child with ASD: An exploratory study","volume":"22","author":"Casillas N.","year":"2017","unstructured":"Casillas N., Vigil D. C., Wang H. (2017). Latino and non-Latino white parents\u2019 experiences raising their child with ASD: An exploratory study. The Qualitative Report, 22(8), 2173\u20132195. https:\/\/doi.org\/10.46743\/2160-3715\/2017.3261","journal-title":"The Qualitative Report"},{"key":"e_1_3_2_7_1","doi-asserted-by":"publisher","DOI":"10.1177\/13623613251322059"},{"key":"e_1_3_2_8_1","first-page":"81","volume-title":"Qualitative psychology: A practical guide to research methods","author":"Charmaz K.","year":"2003","unstructured":"Charmaz K. (2003). Grounded theory. In Smith J. A. (Ed.), Qualitative psychology: A practical guide to research methods (pp. 81\u2013110). Sage Publications, Inc. https:\/\/doi.org\/10.46743\/2160-3715\/2017.3261"},{"key":"e_1_3_2_9_1","doi-asserted-by":"publisher","DOI":"10.18061\/jcscd.7132"},{"key":"e_1_3_2_10_1","volume-title":"Designing and conducting mixed methods research","author":"Creswell J. W.","year":"2018","unstructured":"Creswell J. W., Clark V. L. P. (2018). Designing and conducting mixed methods research. Sage publications."},{"key":"e_1_3_2_11_1","doi-asserted-by":"publisher","DOI":"10.1111\/1440-1630.12279"},{"key":"e_1_3_2_12_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11606-019-04847-5"},{"key":"e_1_3_2_13_1","doi-asserted-by":"publisher","DOI":"10.1108\/JCS-12-2016-0022"},{"key":"e_1_3_2_14_1","unstructured":"Division for Early Childhood. (2014). DEC recommended practices in early intervention\/early childhood special education 2014. http:\/\/www.dec-sped.org\/dec-recommended-practices"},{"key":"e_1_3_2_15_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-3-319-28492-7_3"},{"key":"e_1_3_2_16_1","doi-asserted-by":"publisher","DOI":"10.3233\/PRM-230025"},{"key":"e_1_3_2_17_1","doi-asserted-by":"publisher","DOI":"10.1080\/01494920903050755"},{"key":"e_1_3_2_18_1","doi-asserted-by":"publisher","DOI":"10.65528\/9780807776704"},{"issue":"5","key":"e_1_3_2_19_1","first-page":"593","article-title":"How flexible are treatments for youth internalizing disorders? Examining modification guidelines included across supported treatments","volume":"51","author":"Georgiadis C.","year":"2022","unstructured":"Georgiadis C., Bose D., Wolenski R., Javadi N., Coxe S., Pettit J. W., Comer J. S. (2022). How flexible are treatments for youth internalizing disorders? Examining modification guidelines included across supported treatments. Journal of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53, 51(5), 593\u2013609. https:\/\/doi.org\/10.1080\/15374416.2022.2109649","journal-title":"Journal of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53"},{"key":"e_1_3_2_20_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10566-024-09792-x"},{"key":"e_1_3_2_21_1","doi-asserted-by":"publisher","DOI":"10.3390\/ijerph19084474"},{"key":"e_1_3_2_22_1","volume-title":"Parent Participation Engagement (PPE) in Child Psychotherapy Observational Coding System","author":"Haine-Schlagel R.","year":"2014","unstructured":"Haine-Schlagel R., Martinez J. I. (2014). Parent Participation Engagement (PPE) in Child Psychotherapy Observational Coding System. San Diego State University. https:\/\/doi.org\/10.1007\/s10488-015-0698-x"},{"key":"e_1_3_2_23_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10567-015-0182-x"},{"key":"e_1_3_2_24_1","doi-asserted-by":"publisher","DOI":"10.1097\/IYC.0000000000000271"},{"key":"e_1_3_2_25_1","volume-title":"Teaching social communication to children with autism and other developmental delays (2-book set): The project ImPACT guide to coaching parents and the Project ImPACT manual for parents","author":"Ingersoll B.","year":"2019","unstructured":"Ingersoll B., Dvortcsak A. (2019). Teaching social communication to children with autism and other developmental delays (2-book set): The project ImPACT guide to coaching parents and the Project ImPACT manual for parents. Guilford Publications."},{"key":"e_1_3_2_26_1","doi-asserted-by":"publisher","DOI":"10.3102\/00028312032003465"},{"key":"e_1_3_2_27_1","doi-asserted-by":"publisher","DOI":"10.1080\/09687599.2014.923748"},{"key":"e_1_3_2_28_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-3-031-14470-7_6"},{"issue":"1","key":"e_1_3_2_29_1","first-page":"41","article-title":"Mother\u2019s reaction to autism diagnosis: A qualitative analysis comparing Latino and White parents","volume":"84","author":"Lopez K.","year":"2018","unstructured":"Lopez K., Maga\u00f1a S., Xu Y., Guzman J. (2018). Mother\u2019s reaction to autism diagnosis: A qualitative analysis comparing Latino and White parents. Journal of Rehabilitation, 84(1), 41\u201350. https:\/\/www.scopus.com\/pages\/publications\/85047193857","journal-title":"Journal of Rehabilitation"},{"key":"e_1_3_2_30_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10826-018-1030-7"},{"key":"e_1_3_2_31_1","doi-asserted-by":"publisher","DOI":"10.1037\/a0036167"},{"key":"e_1_3_2_32_1","doi-asserted-by":"publisher","DOI":"10.1136\/bmjpo-2025-003928"},{"key":"e_1_3_2_33_1","doi-asserted-by":"publisher","DOI":"10.1177\/16094069231211248"},{"key":"e_1_3_2_34_1","unstructured":"National Association for the Education of Young Children. (2011). Code of ethical conduct and statement of commitment. https:\/\/www.naeyc.org\/sites\/default\/files\/globally-shared\/downloads\/PDFs\/resources\/position-statements\/Ethics%20Position%20Statement2011_09202013update.pdf"},{"key":"e_1_3_2_35_1","doi-asserted-by":"publisher","DOI":"10.1177\/1609406917733847"},{"key":"e_1_3_2_36_1","doi-asserted-by":"publisher","DOI":"10.4324\/9781003407362-18"},{"key":"e_1_3_2_37_1","doi-asserted-by":"publisher","DOI":"10.1007\/s40489-021-00249-8"},{"key":"e_1_3_2_38_1","volume-title":"Culturally sustaining pedagogies: teaching and learning for justice in a changing world","author":"Paris D.","year":"2017","unstructured":"Paris D., Alim H. S. (2017). Culturally sustaining pedagogies: teaching and learning for justice in a changing world. Teachers College Press."},{"key":"e_1_3_2_39_1","doi-asserted-by":"publisher","DOI":"10.1177\/10538151221095860"},{"key":"e_1_3_2_40_1","doi-asserted-by":"publisher","DOI":"10.1186\/s40814-020-00568-3"},{"key":"e_1_3_2_41_1","doi-asserted-by":"publisher","DOI":"10.1177\/10538151231217475"},{"key":"e_1_3_2_42_1","doi-asserted-by":"publisher","DOI":"10.1002\/ajcp.12050"},{"key":"e_1_3_2_43_1","doi-asserted-by":"publisher","DOI":"10.1177\/016146811611800107"},{"key":"e_1_3_2_44_1","doi-asserted-by":"publisher","DOI":"10.3390\/bs16010064"},{"key":"e_1_3_2_45_1","doi-asserted-by":"publisher","DOI":"10.1352\/1944-7558-127.1.42"},{"key":"e_1_3_2_46_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10488-024-01343-9"},{"key":"e_1_3_2_47_1","volume-title":"The early childhood coaching handbook","author":"Rush D. D.","year":"2020","unstructured":"Rush D. D., Shelden M. L. (2020). The early childhood coaching handbook (2nd ed.). Paul H. Brookes Publishing Co.","edition":"2"},{"key":"e_1_3_2_48_1","doi-asserted-by":"publisher","DOI":"10.4135\/9781036235611"},{"key":"e_1_3_2_49_1","doi-asserted-by":"publisher","DOI":"10.1080\/15374416.2021.1981340"},{"key":"e_1_3_2_50_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10566-016-9356-z"},{"key":"e_1_3_2_51_1","doi-asserted-by":"publisher","DOI":"10.1177\/13623613211072593"},{"key":"e_1_3_2_52_1","doi-asserted-by":"publisher","DOI":"10.1177\/13623613211059499"},{"key":"e_1_3_2_53_1","doi-asserted-by":"publisher","DOI":"10.1080\/01488376.2024.2419594"}],"container-title":["Autism &amp; Developmental Language Impairments"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/23969415261479551","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/full-xml\/10.1177\/23969415261479551","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/23969415261479551","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,8,28]],"date-time":"2026-08-28T16:16:36Z","timestamp":1787933796000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.sagepub.com\/doi\/10.1177\/23969415261479551"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,5]]},"references-count":52,"alternative-id":["10.1177\/23969415261479551"],"URL":"https:\/\/doi.org\/10.1177\/23969415261479551","relation":{},"ISSN":["2396-9415","2396-9415"],"issn-type":[{"value":"2396-9415","type":"print"},{"value":"2396-9415","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026,5]]},"article-number":"23969415261479551"}}