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Bridging the Gap between ABA and the MFT Field in Supporting Minority Families

 

As a marriage and family therapist (MFT), one can encounter a family with an autistic child who utilizes Applied Behavioral Analysis (ABA) therapy. The system’s inflexibility makes it difficult for parents to navigate and integrate into their busy lives while attending to the demands of parenting a child with autism. Additionally, cultural barriers can leave the family disheartened and feeling lost or unsupported while trying to navigate the process of ABA services. Agencies frequently give families handouts along with other resources, but the terminology can be difficult to understand, requiring families to seek additional clarification or left feeling confused.  


The barriers to fully understanding the services and support their child needs while adjusting their lives to accommodate the structure and rigidity of the system lead to dissatisfaction with the ABA process, frequently leading to consideration of terminating services with the ABA agency.

As MFTs working either in or alongside ABA services with families from different backgrounds and cultures, there is a unique opportunity to support the parents through individual and family therapy, advocacy, and empowerment to understand and participate in their child’s services. Language is not the most significant barrier regarding why some families feel lost and unsupported. Angell et al. (2016) determined that Latino families in Los Angeles County requested modifications to ABA services due to the belief that an intense and rigid commitment was nearly impossible given their already busy schedules and reported feeling that professionals needed to be more understanding and flexible. ABA services are most effective when considering every aspect of the client’s life. Since these services are utilized with children, it is essential to understand the unique demands and aspects of the parent’s lives. This would allow for more collaboration between the provider and the family to ensure the continuation of services. This includes parents’ work schedules, extracurricular activities, and their children’s time in other programs. Given the unique systemic approach of MFTs, supporting parents while navigating ABA services can help reduce high levels of fatigue, isolation, and stress associated with caregivers of autistic children. Additionally, MFTs can support families if there are challenges around accepting and understanding a diagnosis.

Given that the United States continues to grow in diversity and culture, there is a significant need to deliver services in a manner that reaches all families involved in ABA services and considers each family’s unique needs. MFTs are uniquely positioned to help bridge the gap between ABA and therapy services. Structural Family Therapy (SFT) helps identify patterns of interaction amongst the family unit and behavioral functions. In using SFT with families of autism, MFTs can look at the entire family structure and help improve interactions among family members through role-playing and addressing patterns of disengagement and enmeshment (Parker et al., 2017).  SFT allows for the incorporation of work with different caregivers within the family system, such as grandparents, which is a frequent family dynamic seen among minorities. They are often not included in ABA services and support but frequently care for the child, which can lead to inconsistencies in the integration of interventions. Additionally, studies have shown the positive outcomes of SFT reduce stress in the primary caregiver because, as a result of being included in family therapy, their own mental health needs are addressed (Weaver et al., 2019).

Utilizing SFT therapists can incorporate additional family members in understanding and caring for the child receiving ABA services. Another challenge of ABA services among minority families is the reluctance to provide in-home services. MFTs can work with families to address these challenges and meet the families where they are at.  Additionally, MFTs can implement therapeutic techniques to address issues of family patterns and build coping skills that will, in turn, be valuable when engaging in ABA services. For example, minority families often face stigma when they seek autism services (Fong et al., 2022). Therefore, one could strengthen the family system by prioritizing family-focused care and advocating for their mental health.

Through collaboration, education, and recognizing and addressing barriers, MFTs can empower these families to think they are vital to this process.

Parental intervention and support favor the child’s overall development within ABA therapy. While research and client feedback are overwhelmingly in favor of ABA programs in different clinical settings and are described as efficient in addressing the child’s behavior (Kelly et al., 2022; Sanders et al., 2020), the lack of support for minority families, in particular, can hinder the process and make many families believe they have very little input during services. Through collaboration, education, and recognizing and addressing barriers, MFTs can empower these families to think they are vital to this process. Let this be a call to action for every MFT working with a diverse clientele navigating ABA services. Are we meeting the client’s needs instead of offering a one-size-fits-all approach? How can we improve our practice to benefit clients? Taking an ecological approach through the lens of multicultural families, we can examine ways to improve upon both a community and societal level that will enhance and enrich the lives of families who want to be recognized and understood. Please refer to the list for nine tips on supporting parents facing these barriers due to cultural issues.

Nine Tips for supporting minority families during ABA services

  1. Recognize your barriers to cultural competency
  2. Ask questions, be curious
  3. Be flexible and adaptable
  4. Practice empathy
  5. Expand your toolbelt: take additional cultural competency courses and workshops and develop partnerships with other professionals.
  6. Tailor therapy modality to the client’s own cultural experiences
  7. Carry out services while keeping the entire family unit in mind
  8. Take on a collaborative approach with families and ABA providers
  9. Be open to client feedback
Megan.Felix

Megan Felix, is a Student member of AAMFT and is a first-year MFT student at Chapman University. She is a first-generation college student working with adults on the autism spectrum. As a working mother, Felix is passionate about working with parents and children to address the family unit and help heal and recover different aspects of trauma, thus helping create healthy family dynamics.

Julie Payne, DMFT, LMFT, is an AAMFT Professional member holding the Clinical Fellow and Approved Supervisor designations and a Clinical Assistant Professor at Chapman University in the Marriage and Family Therapy Program. She has over 17 years of clinical experience working in community-based mental health and private practice settings. Dr. Payne is currently licensed and practicing in California and Texas specializing in working with families and individuals living with chronic illness/pain, military families, children and adolescents, and trauma.

Anna Forslund, is a first-year MFT student at Chapman University. She has an interest in working with adolescents, young adults, moms, and people with eating disorders. She aims to support people during emotional transitions and provide the mental tools they need to face life’s challenges. She is passionate about people’s well-being, relationships, and developmental growth.


Angell, A. M., Frank, G., & Solomon, O. (2016). Latino families’ experiences with autism services: Disparities, capabilities, and Occupational Justice. OTJR: Occupation, Participation and Health. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5332377/

Fong, V. C., Lee, B. S., & Iarocci, G. (2022). A community-engaged approach to examining barriers and facilitators to accessing autism services in Korean immigrant families. Autism, 26(2), 525–537. https://doi-org.chapman.idm.oclc.org/10.1177/13623613211034067

Kelly, A. D., & Kelly, M. E. (2022). Acceptance and commitment training in applied behavior analysis: Where have you been all my life? Behavior Analysis in Practice, 15(1), 43–54. https://doi-org.chapman.idm.oclc.org/10.1007/s40617-021-00587

Parker, M. L., & Molteni, J. (2017). Structural family therapy and autism spectrum disorder: Bridging the disciplinary divide. American Journal of Family Therapy, 45(3), 135–148. https://doi-org.chapman.idm.oclc.org/10.1080/01926187.2017.1303653

Sanders, K., Staubitz, J., Juárez, A. P., Marler, S., Browning, W., McDonnell, E., Altstein, L., Macklin, E. A., & Warren, Z. (2020). Addressing challenging behavior during hospitalizations for children with autism: A pilot applied behavior analysis randomized controlled trial. Autism Research, 13(7), 1072–1078. https://doi-org.chapman.idm.oclc.org/10.1002/aur.2308

Weaver, A., Greeno, C. G., Fusco, R., Zimmerman, T., & Anderson, C. M. (2019). ‘Not just one, it’s both of us’: Low-income mothers’ perceptions of structural family therapy delivered

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