Bibliographic record
Abstract
Cultural differences in the conceptualization of autism may influence family priorities, expectations for support, and compliance with proposed treatments. Despite growing recognition of these differences, limited research has examined how immigrant parents’ cultural adaptation affects their understanding and response to autism. This study addresses this gap by exploring how immigrant caregivers (n = 24) of autistic children conceptualize autism, with a focus on their level of acculturation. Using Berry’s (2006) acculturation framework, the study hypothesized that more acculturated parents would accept biomedical views of autism, while less acculturated parents would rely on traditional beliefs and alternative treatments. Participants were recruited from an autism-focused service provider and interviewed about their understanding of autism, family dynamics, and service experiences. Five main themes were identified: (1) traditional cultural views, stigma, and stereotypes; (2) struggles with acceptance and recognition of strengths; (3) shifting family roles and tensions due to differing beliefs; (4) cultural influences in service provision; and (5) the role of community support networks. Findings highlight how acculturation shapes immigrant families’ perceptions and experiences, offering important implications for culturally responsive autism care.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.003 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".