Patterns of Caregiver Communicative Behaviors Among Low-Income Chinese Immigrant Mothers of Children with Autism—An Exploratory Study

Caregiver communicative behaviors are critical in supporting social and language development in children with autism, yet little is known about how these behaviors manifest among Chinese immigrant families who face unique cultural and socioeconomic challenges. This study examined the communicative strategies of 11 Chinese immigrant caregivers of preschool-aged children with autism in the US during structured caregiver-child interactions. Caregiver behaviors were coded across directive and non-directive categories, including supportive directives, directives, labeling, praise, imitation, and expansion, and joint engagement quality was rated using the Joint Engagement Rating Inventory (JERI). Results showed that supportive directives and directives were the most frequent behaviors, reflecting cultural values of parental guidance and educational scaffolding, whereas non-directive strategies such as imitation and expansion were less common and more often observed among higher-income and more acculturated families. Caregiver self-efficacy in using evidence-based strategies was positively associated with greater use of non-directive communicative strategies and higher joint engagement scores. Results suggest that providers should recognize and build on culturally grounded strengths, such as the educator role and calm authority, while introducing complementary strategies that enhance joint engagement. Culturally and linguistically responsive support is especially needed to ensure equitable access for families with limited English proficiency or lower income. Although limited by a small sample size, this exploratory study provides preliminary insight into culturally influenced caregiver-child communication patterns and offers directions for larger, more rigorous research.