Cerebral palsy (CP) profoundly affects both children and their families, often resulting in parental stress, emotional strain, and challenges in maintaining family well-being. Good Start is a family-centered early intervention designed for families of children aged six months to four years with CP, with the goal of enhancing parental competence, empowerment, and quality of life. Family-centered interventions, such as Good Start, aim to support parents by helping them integrate training into daily routines and fostering overall well-being. This study evaluates the Good Start program as a structured approach to addressing these challenges. A qualitative design was used, incorporating in-depth interviews with 19 parents at two time points - shortly after program completion and six months later - supplemented by observational data. Parents reported increased confidence in their caregiving role and a greater ability to incorporate therapeutic activities into everyday life. Psychological support and peer networking opportunities were highly valued, though maintaining connections post-program was challenging. Findings indicate that family-centered approaches contribute to parental empowerment and improved family dynamics. Good Start promotes parental competence and well-being by providing structured guidance, peer support, and strategies for incorporating therapy into daily life. Further research is needed to examine its long-term impact and broader applicability.

Abstract Many individuals in special education have difficulty with language, and little is known about their reading abilities due to challenges presented for assessment. A nonverbal word recognition test based was developed by Measuring the word recognition abilities of children who are (2019), which proved more sensitive than traditional reading tests. The current Experiment 1 replicated that result for children in special education, and noted that the modified reading test was especially sensitive for those who do not score well in traditional versions of reading and language assessments. However, removing the motor response required by the digitised response, in favour of using eye-tracking responses, did not aid assessment of reading performance. Experiment 2 tested the notion that it could be that participants unfamiliar with use of eye gaze tracking facilities may not respond well to such a test. Reading scores for two groups of pupils in special education were compared: a group who took part in ‘primer activities’ designed to encourage familiarity with eye gaze tracking, and a group who received no such intervention. There was no impact of eye gaze training on the results of the eye-gaze modulated modified nonverbal reading test, suggesting that manual responses are the most effective way of assessing word recognition.

Advancing interventions and supports for individuals with autism spectrum disorder (ASD) requires understanding that ASD is a lifelong developmental difference. However, little is known about the unique experiences of autistic young adults, parents, and community providers in the Latino community. The purpose of this study was to improve access to inclusive community based setting by identifying and learning about barriers and needs experienced by young adults, parents, and community providers of autistic individuals across the lifespan, but particularly during the transition to adulthood. Ten community providers, eighteen parents of autistic children, and five young adult self-advocates participated in focus groups. Parents discussed difficulties in accessing services throughout their child's life that made the transition to adulthood difficult. Themes highlighted important cultural values that can influence the transition to adulthood for Latinos and the difficulty in accessing bilingual service providers and services. Parents displayed significant advocacy skills and resourcefulness. We present recommendations shared by young adults, parents, and providers on ways to improve access to services and develop interventions for autistic young adults and parents. The present study has important implications regarding advancing interventions and supports for autistic young adults and their parents in the Latino community by developing culturally adapted services.