The experiences of Hispanic families of children with autism spectrum disorder regarding physical activity.
Hispanic families of kids with autism want physical activity but need flexible, culturally tuned supports that cut daily logistical and language barriers.
01Research in Context
What this study did
Columna et al. (2020) talked with Hispanic parents of children with autism. They asked how the families view physical activity and what gets in the way.
The team used open interviews. Parents shared real-life stories about parks, sports, and daily schedules.
What they found
Parents value exercise. They want their kids to be healthy and strong.
Big barriers pop up every day. Language, work hours, and lack of bilingual programs make it hard to join teams or classes.
Parents asked for flexible, culturally aware supports that fit Hispanic family life.
How this fits with other research
Magaña et al. (2020) tested a culturally tailored parent class for Latino families. The class raised moms’ confidence and improved kids’ social skills. Luis et al. echo the same need: services must match culture.
Bassette et al. (2023) taught teens with autism to plan their own gym workouts. Skills lasted weeks. Their self-management fix could lift one of the daily barriers Luis found.
Cox et al. (2015) also used parent interviews. Both studies list similar roadblocks: safety fears, social gaps, and community unawareness. Luis adds the Hispanic layer—language and tradition shape every barrier.
Jean-Arwert et al. (2020) counted minutes and showed kids with autism move far less than peers. Luis explains part of why: Hispanic families hit extra cultural walls that shrink activity time even more.
Why it matters
You can remove small blocks right away. Offer Spanish forms, pick parks near bus lines, and let siblings join. Praise activities that fit family values like soccer or dance. These tweaks honor culture and boost movement without extra cost.
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02At a glance
03Original abstract
BACKGROUND: Researchers seldom focus on the services needed for Hispanic children with ASD, especially in regard to physical activity (PA). PURPOSE: The purpose of this study was: (a) to explore why Hispanic families with children with ASD seek out and participate in PA, and (b) to describe the strategies and supports needed by Hispanic families of children with ASD to improve PA participation. METHODS: Participants in this descriptive-qualitative study were Hispanic parents of children with ASD (n = 9) who participated in one-on-one semi-structured telephone interviews. Interviews were transcribed and then analyzed using thematic line-by-line analysis. RESULTS: Two major themes emerged from the data: 1) Personal Responsibility and 2) "Every Day is a Different Challenge". Parents were motivated to engage in PA because of perceived health benefits for themselves and their children. Parents faced famililal and external barriers that impacted their participation. Participants commented on the role of culture (e.g., customs, lack of family support after immigration) in the context of these barriers. IMPLICATIONS: Further research is needed regarding culturally responsive PA interventions for Hispanic families with children with ASD.
Research in developmental disabilities, 2020 · doi:10.1016/j.ridd.2020.103785