This study delves into the underexplored realm of parenting practices among Latinx mothers of autistic children aged 10-16, focusing specifically on 10 Mexican heritage mothers. Through a Community-Based Participatory Research approach 10 mothers were recruited in partnership with a Latinx autism community agency and developed a culturally relevant and appropriate two-part semi-structured interview protocol. The research illuminates key insights into the nexus of expectations and parenting practices. The findings reveal a dual influence on parenting practices: first, the profound impact of cultural values such as familismo and respeto, which shape maternal approaches as noted by other researchers; however, these cultural values are complicated when considering the influences of their child's autistic characteristics. Secondly, the study underscores mothers' reliance on the service system as a crucial avenue for preparing their children for the future, leading mothers to ask “Do you think he can do it, with his autism?“. These insights advocate for culturally adapted interventions which align support services with Latinx parents’ personal cultural values which may deviate from the traditional forms. By integrating these findings into future intervention strategies, practitioners can ensure the relevance and effectiveness of support systems for this demographic, fostering improved outcomes for both parents and autistic children within Latinx communities.

There is an ever-increasing rate of immigrant origin children in the United States where at least one parent speaks a language other than English. This has directly resulted in an increase number of English Learners (EL) being served in both general education and special education, including children with Autism Spectrum Disorder (ASD). California statewide reports show that on average, 88% of EL students become reclassified as English proficient by 8th grade but little to none is known about the time to reclassification for students who are both EL and autistic. The aims of the present study were to examine the characteristics, time to English proficiency, and educational placement for dually identified EL students with ASD in a large urban school district across the 2011-2019 academic school years. Overall, dually identified students (N=201) became English proficient at low rates and at older ages. Being reclassified also impacted the educational placement of students as EL students with ASD were less likely to be placed in general education settings. The present study begins to illustrate the time to English proficiency of dually identified students and the impact it has on their educational opportunities.