Cultural Considerations in the Selection of Evidence-Based Psychosocial Interventions for Chinese-American/Immigrant Children with Autism Spectrum Disorders

Chieh Li, Edward Kimble


Just as treatment for children with autism spectrum disorders (ASD) does not follow a universal course of intervention, so should the design and implementation of evidence-based interventions not assume universal efficacy for all groups, especially those from non-dominant cultures. The scarcity of efficacy studies on psychosocial interventions for the Chinese-American/immigrant children with ASD calls for more research on the topic and challenges mental health and educational providers to consider cultural factors in various phases and at various levels when conducting interventions. This article presents specific cultural considerations in the selection of evidence-based psychosocial interventions for Chinese-American/immigrant children with ASD for professionals serving the population. Examples include considerations of cultural/linguistic characteristics of the child with ASD, his/her family and school context, and their cultural values. As Evidence-based Interventions (EBI) are necessary but not sufficient for effective interventions, strategies based on implementation science are recommended.


evidence-based intervention, autism, culture, Chinese immigrant children

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