There presently exists limited information or studies on means to support immigrant families as they attempt to access quality services for children with autism spectrum disorder (ASD). An ASD diagnosis is the gateway to support services and adapted interventions. Yet, studies show that immigrant families typically experience longer delays in obtaining a diagnosis and more challenges in gaining access to services. Twenty-four families who immigrated to Québec (Canada) participated in semistructured interviews in which they listed the obstacles and facilitators encountered in their service trajectory to obtain a diagnosis for their child. Families' attitudes toward ASD, as a function of native culture, and their advice to other families in a similar situation are were also reported. Obstacles most often mentioned by participants were the waiting period for diagnostic services, feelings of social isolation, and a lack of professionals' knowledge about ASD. Parental advocacy, the competency and expertise of the professionals who conducted the evaluation, and parental education and awareness of ASD were the most frequently named facilitators. Finally, the most common recommendations made to other parents were to be persistent and proactive. In light of these reported experiences and perceptions, a series of clinical recommendations are provided to guide ASD evaluation practices in multicultural communities.

No abstract

For families of children with autism spectrum disorder (ASD), the transition to school (i.e., beginning of kindergarten) often means the end of specialized early intervention services and several changes in types of support. These changes can be especially problematic for families from immigrant backgrounds, who are more likely to experience challenges navigating the health and education systems. The overall goal of this study was to document parents’ perspectives on the transition from early intensive behavioural intervention (EIBI) services to school. Qualitative semi-structured interviews based on the grounded theory framework were conducted with 18 families (29 parents) from different cultural backgrounds living in Québec (Canada). Results on the facilitators and barriers encountered during the transition and on partnerships (i.e., the parent–school team dyad, EIBI team–school team dyad) highlight the importance of improving continuity between services, of preparing children and parents for the transition, and of strengthening the professional relationship and the school’s culture of openness.