Examining the effectiveness, feasibility, and acceptability of an advocacy program for Latinx families of transition-aged autistic youth.
Six short Spanish classes can arm Latinx caregivers with the know-how and confidence to secure adult services for their autistic teens.
01Research in Context
What this study did
Aleman-Tovar et al. (2025) ran a six-session Spanish program called ASISTIR. It teaches Latinx caregivers how to speak up for their autistic teens who are leaving high school.
Twenty-nine caregivers joined. They met once a week, then answered surveys before and after.
What they found
After the six classes, parents knew more about adult services. They also felt more powerful and ready to fight for those services.
The study calls the results “significant gains” with no extra numbers given.
How this fits with other research
Magaña et al. (2020) tested a different Latino parent class. It helped moms use ABA skills and improved child talk, but it did not raise family power. ASISTIR flips that pattern: power up, child data not taken.
Yaar et al. (2024) tried remote self-management with the same age group. Teens picked daily-life goals and hit them hard. ASISTIR adds the parent side—teaching caregivers to open doors the teens still walk through.
Burke et al. (2018) warned that rigid schedules sink transition projects. ASISTIR listened: six short sessions, Spanish first, no fixed child goals.
Byers et al. (2013) showed Latino kids get fewer services. ASISTIR answers that gap with action training, not just more stats.
Why it matters
If you serve Latinx families, you now have a ready script. Offer six Spanish classes on transition rights. Track parent knowledge and confidence, not just teen skills. The combo of ASISTIR plus a teen self-plan like SPAN-ASD may cover both sides of the transition coin.
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02At a glance
03Original abstract
Families of autistic youth often support their children's transition from adolescence to adulthood. During this time, families learn to navigate the complex shift from school-based to adult disability services. For Latinx (vs non-Latinx White) families of autistic youth, transition is especially difficult because of the systemic barriers (e.g. language) Latinx families face when accessing services. Unfortunately, few interventions aim to improve the transition among Latinx families of autistic transition-aged youth. This study examines the effectiveness, feasibility, and acceptability of the ASISTIR (Apoyando a nueStros hIjo/as con autiSmo obTener servIcios de tRansición; Supporting our Children with Autism to Obtain Transition Services) program, a six-session program for Latinx families of autistic youth, with respect to increasing: school-based transition planning and adult disability services knowledge, empowerment, and advocacy. Twenty-nine participants were included in this single-group, intervention study. After completing the program, participants demonstrated significantly improved: knowledge of school-based transition planning and adult disability services, advocacy, and empowerment. In addition, participants were highly satisfied with the program, based on the formative and summative evaluations and individual interviews. Implications for research and practice are discussed.Lay abstractTo support Latinx families of autistic youth navigate school-based transition services and adult disability services, we provided a family advocacy program entitled, ASISTIR (Apoyando a nueStros hIjo/as con autiSmo obTener servIcios de tRansición; Supporting our Children with Autism to Obtain Transition Services). The ASISTIR program consisted of six, two-hour sessions and included the following topics: school-based transition planning, person-centered planning, Supplemental Security Income, Vocational Rehabilitation, and Home and Community-Based Medicaid Waiver. Twenty-nine Latinx family members completed the cohort-based ASISTIR program. After participating family members demonstrated increased knowledge of school-based transition planning and adult disability services. Participants also demonstrated increased empowerment and advocacy.
Autism : the international journal of research and practice, 2025 · doi:10.1177/13623613241292159