{
  "abstract": "Caring for a child with neurodevelopmental disabilities (eg, autism spectrum disorder, attention-deficit/hyperactivity disorder, learning disabilities and intellectual disability) may be strenuous for many families, a reality that is often more pronounced for those from racial, ethnic and/or cultural minority groups. Existing parent-mediated and parent training interventions are largely developed, piloted and tested with White, middle-class families, with a persistent dearth of culturally responsive interventions tailored to the unique needs of minoritised groups.1 As a result, families whose cultural values, communication styles and caregiving norms diverge from existing services may be offered programmes that, though technically ‘evidence-based’, may be misaligned with their lived contexts and needs. In response to this gap, our viewpoint is a call to researchers, clinicians and advocates alike to integrate the core tenets of the ecological validity framework (EVF).2 These recommendations are intended for clinician-scientists conducting community-based clinical research or leading parent training programmes to strengthen cultural responsiveness in their work.",
  "authors": [
    {
      "affiliations": [
        "Psychology, York University, Toronto, Ontario, Canada"
      ],
      "name": "Paul De Luca"
    },
    {
      "affiliations": [
        "Institute for Studies in Education, University of Toronto, Toronto, Ontario, Canada"
      ],
      "name": "Soyun Chae"
    },
    {
      "affiliations": [
        "Education, Concordia University, Montreal, Quebec, Canada"
      ],
      "name": "Miranda D’Amico"
    }
  ],
  "title": "Ecological validity framework and neurodevelopmental disabilities: applications for parent training programmes",
  "uid": "4f177e7c-312d-54f4-b52d-1edc6bdb9026"
}