The Transition to Kindergarten for Hispanic and Latine Autistic Children: A Focus Group Study with Caregivers.

Only four mothers took part, and they chose to join after a prior survey, so their views may be especially positive or negative and may not represent all Hispanic/Latine families. The sample was all biological mothers, all Hispanic/Latine, and mostly bilingual; it does not include fathers, grandparents, non-Spanish speakers, or families with different identities. One mother had an individual interview instead of the focus group because of scheduling, so the discussion settings were not the same. The primary author's race and ethnicity did not match participants, although co-moderators and the Spanish interview were ethnically congruent. The study reports caregiver themes, not measured outcomes, so it cannot show that any transition practice worked. School staff perspectives were not collected.

Do not read these themes as evidence that early school contact, teacher autism training, or trusted-provider advice improves kindergarten outcomes. The study reports what four self-selected mothers said, not measured effects.