ABSTRACT The purpose of this mixed methods study is to explore the impact of a culturally adapted parent‐directed training program in the United States on 90 Latine parents' perceptions of their child's strengths and social functioning. In addition, the study aimed to investigate the impact of the program on Latine parents' stress and their empowerment to advocate for their children. Participants were 90 Latine parents who participated in a 10‐session culturally adapted training program. Quantitative analyses of pre‐post data on the Family‐Outcome Survey‐Revised Scale, the stress subscale of the DASS‐21, and Quality of Play Questionnaire indicated statistically significant improvements. Estimates of effect size and clinical significance were also measured. Analyses indicated clinically significant changes for some Latine parents. Approximately 1 out of 4 Latine parents reported clinically significant improvements (i.e., meaningful improvement) or improvements without clinical significance as related to advocacy for their child's rights, and 1 out of 3 Latine parents reported clinically significant improvements or slight improvements in understanding their child's strengths. Approximately 1 out of 3 Latine parents reported clinically significant improvements or slight improvements in reducing their stress symptoms, and approximately 1 out of 3 parents reported clinically significant improvements or slight improvements in their child's social functioning. Our qualitative findings also revealed that participants (a) appreciated the role of parent leaders, (b) applied evidence‐based strategies to help their children, and (c) connected with other parents to create a community. An implication for this study is that graduate programs need to continue to teach future practitioners how to engage in interdisciplinary and interprofessional work to provide effective services to culturally diverse populations.
Ramos et al. (2026) studied this question.