In 2010, I commenced research aimed at developing effective methodologies in parent education with Hispanic immigrant families of children with language and communication impairments. I aimed to learn how mothers' perceptions and cultural values influenced their experience in raising a child with autism, and I wanted to determine the effectiveness of teaching mothers how to stimulate language with their children. I explored the mothers' perceptions through phenomenological interviews and thematic analysis. I measured the mothers' effectiveness as language facilitators by observing their interactions with their children and by measuring the children's changes in their communication abilities. The first challenge I describe in this case is that of building a culturally relevant theoretical framework to guide parent-education research. The second challenge described is the design and how to integrate qualitative and quantitative data. Finally, I discuss ethical considerations in the researcher–participant relationship, issues of participation, and conflicts of the researcher as participant.
Using Qualitative and Quantitative Methods to Conduct Research in Parent Education with Immigrant Families of Children with Autism Spectrum Disorders