Perspectives from parents of autistic children on participating in early intervention and associated research.

Researchers talked to 23 parents about their experiences with early intervention programs for their autistic children. Parents were very grateful for these services and felt supported and safe during a difficult time. They trusted the staff and felt less alone. However, many parents felt abandoned when their child's program ended and they had to find new supports in the community.

This qualitative study explored perspectives of 23 parents of autistic children regarding their experiences with early intervention programs and associated research. Parents expressed deep gratitude for these services, describing them as providing safety, security, and empowerment during uncertain times. They valued the trust they developed with staff and the sense of not being alone in their journey. Connection to university research programs provided additional feelings of accountability and integrity.

However, parents consistently reported feelings of abandonment and disempowerment when transitioning out of programs back to community supports. These insights highlight the need for better-designed community supports that match families' lived experiences.

Findings suggest need for improved transition planning and ongoing community support systems for families. Early intervention programs should prioritize building parental confidence and empowerment. Service delivery models should consider the psychological safety and support needs of parents alongside child-focused interventions.

Small qualitative sample of 23 parents limits generalizability. No information provided about participant demographics, intervention types, or study methodology. Findings represent subjective experiences from one study without comparison groups or longitudinal follow-up data.

Support for autistic children early in life should help them to lead flourishing lives. However, many of the early intervention programmes for young autistic children are time-consuming and costly for families. These programmes are also often conducted in settings that are not closely matched to real life. We spoke to 23 parents (of 22 autistic children) to understand their experiences of their children's involvement in early intervention.

Parents told us they were grateful for the opportunity, that they had 'hit the jackpot', and their children had 'gained so much' from the programme. They seemed to value the service because it made them feel safe and secure during an uncertain time in their children's lives. Parents told us they trusted staff, felt that they weren't 'doing it alone', and this 'took that pressure off' and helped them feel empowered. They also spoke of feelings of safety from being linked to the university research programme which offered 'accountability' and 'integrity'.

Parents' comments showed a strong commitment to the early intervention model and staff - but also common feelings of abandonment and disempowerment as their child's time with the programme came to an end and they went 'back to the real world' and needed to find new supports for their children. These parents' insights should help to inform the design and delivery of community supports for preschool-aged autistic children and their families, which match the reality of their lived experiences.