| Summary: | Many studies have documented the effectiveness of positive behaviour support (PBS) as an empirical approach to supporting families of children with autism who engage in problem behaviour; however, there remains little research to date on supporting families of different cultural and linguistic backgrounds. The purpose of this study was to assess the effects of a culturally responsive, family-centered PBS approach to intervention on child problem behaviour and participation within two valued family routines, for a child with autism in a family of a diverse cultural and linguistic background. A quasi-experimental multiple baseline design across two routines was used to investigate the association between implementation of the intervention approach and child behaviour and routine participation. In addition, qualitative case study methods were employed to help gain a deeper understanding of the family’s cultural perspectives related to the design and implementation of a PBS plan and of the interventionist’s perspectives on providing behavioural services aimed at cultural responsivity. Quantitative results displayed evidence of two basic effects, in that substantial improvement in child behaviour and routine participation occurred at the point of intervention in both the dinner and sibling play routines. Qualitative results revealed five themes important to providing culturally responsive, family-centered PBS to a family of a diverse cultural and linguistic background. Global measures of child and family functioning also provided evidence of further positive outcomes associated with the intervention process, in terms of improvements in child behavioural and emotional functioning, family quality of life and parental stress as reported by the child’s mother, and family cohesion and flexibility as reported by the child’s father. All results are discussed in terms of contributions to the literature, implications for practice, cautions and limitations, and directions for future research. === Education, Faculty of === Educational and Counselling Psychology, and Special Education (ECPS), Department of === Graduate
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