Date of Conferral

5-13-2025

Date of Award

May 2025

Degree

Ph.D.

School

Psychology

Advisor

Olga Carranza

Abstract

Studies have demonstrated that children benefit significantly from Early Intervention (EI) services due to brain plasticity and rapid early development. EI supports growth and establishes foundational skills in cognitive, social, emotional, motor, language, and daily living domains. Research indicates that children who participate in EI programs experience positive outcomes in their academic trajectories. However, limited studies examine the lived experiences of Hispanic parents with children diagnosed with autism or intellectual disabilities who did not utilize EI services. This study explores the factors influencing these parents' decisions and experiences that hinder their children’s participation in the program. The Theory of Planned Behavior (TPB) is the framework for understanding these parents' experiences. An Interpretative Phenomenological Analysis (IPA) approach will be employed to examine and interpret Hispanic parents' perspectives regarding the barriers to accessing EI services. The study will address research questions focusing on the influence of culture, family dynamics, and personal beliefs that may have deterred parents from considering EI services. For this phenomenological qualitative study, 25 families' interviews were conducted, transcribed, and systematically coded to identify recurring themes. Understanding parents' lived experiences provides critical insights into their challenges and informs the development of strategies to support families better. This research can guide community agencies offering EI programs, enabling them to improve outreach and engagement efforts to ensure timely access to services for all children.

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