Non-autistic individuals find it difficult to read the behaviour of autistic people in comparison to non-autistic others. We investigated whether non-autistic people's ability to read autistic individuals is improved by providing diagnostic information, and whether this ability is associated with a person's knowledge about autism, prior contact with autistic people, and autism stigma. Participants (N = 128) viewed videos that were taken from a previous study. These showed autistic and non-autistic individuals reacting to events enacted by the researcher, and participants were asked to infer what event had taken place. Videos were presented either with no diagnostic information, a correct diagnostic label, or an incorrect label (autistic individuals labelled as non-autistic and vice versa). Autism knowledge, contact with autistic people, and autism stigma were measured by questionnaires. Participants performed less well for videos of autistic than non-autistic others. Diagnostic information had little impact on performance, although labelling non-autistic individuals as autistic reduced accuracy. Autism knowledge, contact with autistic people, and autism stigma were not associated with relative strength in interpreting the behaviour of autistic individuals. We conclude it might be difficult to train people to read autistic people's non-verbal behaviour more effectively; instead, intervention might focus on raising awareness of this issue.Lay AbstractRecent research has shown that non-autistic people are prone to misinterpreting the behaviour of autistic individuals, which may contribute to the difficulties autistic people often experience during social interactions. This suggests that interventions should identify ways to improve other people's ability to interpret autistic people's behaviour. However, little is known about what circumstances may improve non-autistic people's ability to read autistic others. This study investigated whether telling people that someone is autistic would improve their ability to interpret the behaviour of that person. We also investigated whether having more knowledge about autism, having previous contact with autistic people, or holding stigmatic attitudes about autism relates to this ability. The researchers used video clips that were recorded for a previous study. They showed autistic and non-autistic people reacting to aspects of the researchers' behaviour, such as being told a joke or paid a compliment. Participants' task was to watch the video clips and infer what the person in each video was reacting to and accuracy in doing so was recorded. The videos were presented with either no diagnostic information or with a diagnostic label alongside the video, which was either correct or inaccurate (labelling autistic individuals as non-autistic and vice versa). We used questionnaires to assess participants' autism knowledge, previous contact with autistic people, and autism stigma. We found that participants had more difficulty judging the reactions of autistic individuals than the non-autistic individuals. Telling participants that a person was autistic did not make people better at interpreting their behaviour, although labelling non-autistic participants as autistic reduced accuracy. Knowledge about autism, previous contact with autistic people, and autism stigma did not relate to a person's ability to interpret autistic people's behaviour. This suggests that it may not be easy to create interventions to improve people's ability to interpret the behaviour of autistic others. Intervention might focus on raising awareness of the need to avoid making assumptions based on the non-verbal behaviour of autistic people.

Autistic people often experience mental and physical health challenges that require high-quality healthcare. However, several barriers hinder their access to healthcare, including difficulties communicating in healthcare settings. Communication-related barriers might differ between countries but have been mainly investigated in high income countries. Less is, therefore, known about the barriers to access to healthcare in middle-income countries such as Georgia. In this study, we investigated challenges in communication between autistic people, parents and non-autistic healthcare professionals for the first time in Georgia. We report qualitative data from three focus groups comprising seven autistic participants (aged 13-29 years), two healthcare specialists (a child psychiatrist and a paediatrician), and four mothers. The findings revealed that autistic people and parents of autistic individuals often experience communication breakdowns in healthcare settings and beyond. Limited knowledge of autism among professionals, as well as the lack of services and support remain a big problem, affecting the lives of autistic people. These findings have implications for healthcare practice and future research and policy in Georgia and other countries with similar socio-political characteristics.

With rising autism prevalence coupled with a shortage of trained specialists, pediatricians are caring for more patients with autism. However, pediatric residents experience gaps in autism knowledge and comfort in caring for these children. This study aimed to evaluate changes in autism knowledge and perceived confidence among residents after completion of a developmental-behavioral pediatrics (DBP) rotation, which included an asynchronous module on autism diagnosis. Participants were 79 categorical and combined pediatrics residents. Prior to and following completion of the autism module and clinical experiences in their DBP rotation, residents completed an objective measure of knowledge about autism in young children and rated confidence in autism diagnosis on a Likert scale. Residents demonstrated a significant increase in total autism knowledge from pre-rotation to post-rotation (P = .007). Perceived confidence of autism diagnosis also increased (P < .001). Findings demonstrate the potential for enhancing resident autism knowledge through asynchronous education combined with clinical experience.

To explore the experience, knowledge and confidence of orthodontic practitioners in the United Kingdom in managing patients with learning disability or autism. National online survey. British Orthodontic Society membership. A novel questionnaire was developed and distributed online to orthodontic practitioners within the British Orthodontic Society. It included questions on the participants' prior training, experience in treating patients with learning disability or autism, knowledge levels using the Learning Disability Knowledge Questionnaire and Autism Knowledge Survey, and self-efficacy in managing these patients. A total of 171 responses were received with participation from various practitioner groups: orthodontic consultants, specialists, postgraduates, therapists and dentists with special interest. The median score for the Learning Disability Knowledge Questionnaire was 73% (interquartile range [IQR] = 20). The median score for the Autism Knowledge Survey was 93% (IQR = 6.7). The percentage of respondents who reported feeling confident in patient management varied across the self-efficacy domains: (1) treating patients with learning disability (51%) and autism (64%); (2) making reasonable adjustments for patients with learning disability (54%) and autism (61%); (3) recognising the signs of learning disability (38%) and autism (48%); and (4) signposting patients with learning disability (27%) and autism (30%) to the relevant local care pathways or services. The participants employed a range of techniques and resources when managing these patients. These included tailoring communication to individuals, adapting to sensory needs, involving parents/carers in treatment planning, adjusting the pace of care, and building trust through behavioural and acclimatisation strategies. Having a good knowledge of learning disability or autism does not always translate to greater confidence in patient management. Improving access to orthodontic-specific learning disability and autism training, national guidance and communication aids could enhance the confidence of orthodontic practitioners in managing these patient groups.

Prison environments are particularly challenging for autistic people experiencing incarceration due to a lack of knowledge and awareness of autism among prison staff. The study aimed to evaluate the level of satisfaction and perceived effectiveness of an autism awareness training for prison staff and to assess whether this training improves autism knowledge and reduces stigma towards autistic individuals in a prison setting. The Autism Experience Circuit (AEC), an interactive autism awareness training, has been offered to prison staff. The training was evaluated through an online survey among 31 prison employees who participated in the AEC compared to a control group of 51 other staff members. Results showed high satisfaction among AEC participants. They especially appreciated the interactive method. For most participants, the AEC led to increased knowledge and understanding of autism, as indicated by their assessment of goal achievement. A significant improvement in autism knowledge, but not in stigma towards autistic people, was found in the AEC group compared to the control group. These findings suggest that an autism awareness training can be a valuable first step in making prisons more accommodating for autistic individuals, but additional strategies are necessary to address stigma effectively.

Receiving an autism diagnosis can significantly contribute to adolescent identity formation via different processes, such as coping with stigmatization and/or reframing the diagnosis as a foundation for self-understanding and self-acceptance. Despite the presumed importance of cultural context in this regard, little is known about how autistic adolescents experience their autism diagnoses in non-Western countries. We aimed to understand the experiences of Taiwanese autistic adolescents receiving autism diagnoses in a relationship-oriented, non-Western culture. Eight autistic adolescents aged 14–18 years (three assigned-male, five assigned-female) participated in in-depth individual interviews, with data analyzed by reflexive thematic analysis. These Taiwanese autistic adolescents used their autism diagnoses to gain self-understanding and guide social interactions, specifically, (a) to explain past experiences in relation to both positive and negative stereotypes about autism; (b) as a guide to autism knowledge and to provide a framework for modifying one’s own behaviors; (c) to seek connections with autistic peers and to be understood by non-autistic people; and (d) to negotiate with the Taiwanese educational system in meeting their needs. This study offers a qualitative, in-depth perspective on how autistic adolescents in a relationship-oriented, non-Western society experience and navigate their autism diagnoses—as a resource for identity construction and social position.Lay Receiving an autism diagnosis can come with different emotional and cognitive responses, such as feeling stigmatized and/or reframing this experience as a foundation for self-understanding and self-acceptance. This process is especially impactful during the teenage years, when young people typically begin to actively explore who they are. Because most previous research has been conducted in Western countries, we know very little about the experiences receiving an autism diagnosis in non-Western, relationship-oriented cultures, where fitting in with the group is often valued more than standing out. In this study, we interviewed eight autistic adolescents in Taiwan, aged 14–18 years, to understand how they experienced their autism diagnoses. We found that these Taiwanese autistic adolescents used their diagnoses to better understand themselves and guide their interactions with other people. Some used it to explain their past experiences and relieve themselves of guilt. Some said it helped them understand more about their own behavioral tendency and adjust their behavior accordingly. The diagnosis also helped them connect with their autistic peers, communicate effectively with non-autistic people, and ask for support within the school system. This study highlights the voices of Taiwanese autistic teenagers about their experiences of receiving an autism diagnosis. It shows how autism diagnoses can promote self-understanding and social coping.

Many autistic people experience poor mental health but often face barriers to accessing appropriate care. This study examined whether autistic adults encounter more or different barriers to mental healthcare compared to non-autistic adults. Participants (non-autistic n = 173; diagnosed autistic n = 173; self-identified autistic n = 158) completed an online survey assessing 29 barriers adapted from the Barriers to Healthcare Checklist, rated by presence and severity. Barriers were categorised as person, provider or system related. Analyses of variance compared groups on the mean number and severity of barriers, and chi-square tests compared group incidence of each barrier. Overall, systemic barriers (e.g. cost) and difficulties with system navigation (e.g. finding services) were the most commonly reported barriers and rated as the most severe. Autistic participants experienced a significantly higher number and severity of barriers than non-autistic participants. Provider-related barriers (practitioners’ knowledge, attitudes and skills) were particularly severe for autistic groups. In contrast, person-level barriers (e.g. sensory sensitivities), though often reported in general healthcare, were less impactful in mental healthcare. Findings suggest that efforts to improve mental healthcare access for autistic people should prioritise addressing the most frequent and severe barriers: system and navigation challenges, and practitioner knowledge and skills in autism.Lay abstractAutistic people often experience poor mental health but face many challenges when trying to access mental healthcare. These challenges can include things like high costs, difficulty finding the right support or healthcare professionals not understanding autism. We looked at whether autistic adults face more or different barriers to mental healthcare compared to non-autistic adults. We surveyed over 500 adults, including those with a formal autism diagnosis, those who self-identified as autistic, and non-autistic adults. The survey asked about 29 possible barriers to getting mental healthcare. These included things related to the person (such as anxiety, sensory sensitivities or difficulty finding services), the healthcare provider (like psychologists’ and psychiatrists’ lack of autism knowledge, or poor communication) and the healthcare system (such as long waiting lists or high cost). We asked whether participants had experienced each barrier and how much each one affected their ability to get help. We found that nearly everyone experienced some barriers, especially challenges with the healthcare system and knowing how to find help, but autistic participants faced more barriers and were more strongly affected by many of them than non-autistic participants. Compared to non-autistic people, autistic people had a lot of problems with providers which prevented them getting the care they needed. We concluded that, to improve access to mental health support for autistic adults, we need to focus on the most common and harmful barriers: making the system easier to use, reducing costs and improving practitioners’ understanding of autism and working with autistic people. By addressing these areas, we can help ensure that autistic people receive the mental healthcare they need.

Recent studies have shown a growing prevalence of autism spectrum disorders, accompanied by heightened concerns about the impact of misinformation on autism stigmatization, shaping public perceptions of autism. With the increase in autism cases worldwide, it is critical to have sufficient understanding, knowledge, and awareness about autism, especially among the autism information seekers. This study focused on the progression of autism information over time and investigated the relationships among various factors such as autism knowledge, awareness, stigma, misinformation, cultural beliefs, and social norms. Employing a two-phase research design approach comprising systematic literature review and survey, the study indicated an overall increase in autism knowledge and awareness, although it revealed disparities in certain ethnicities and areas such as genetic testing. Despite advancements, stigma was found to persist. Survey findings validated these observations, emphasizing the necessity for heightened autism awareness and the continued presence of stigma. Furthermore, the survey demonstrated that knowledge influences awareness, whereas cultural beliefs and social norms directly affect autism misinformation. Importantly, the study highlighted how cultural beliefs, and misinformation can hinder accurate understanding and knowledge of autism, potentially exacerbating stigma. By employing evidence-based approaches, this study offers comprehensive insights into autism, enriching the broader literature on the subject.

Assessing the feasibility of a co-produced peer-group intervention for supporting wellbeing during the transition to adulthood among autistic 16-25-year-olds (ATAG): a randomised controlled feasibility trial.

Autistic people frequently experience stigma that can be expressed whether consciously or unconsciously. This study examined how familiarity with autistic people, factual knowledge about autism, sociodemographic characteristics, and cultural value orientations relate to three facets of autism stigma: desired social distance, stereotypical beliefs, and implicit bias. French adults (N = 277) completed online measures of autism knowledge, familiarity, social distance, and stereotypes, a cultural orientation scale, and an Implicit Association Test assessing automatic evaluations of autism. Results showed that familiarity and knowledge about autism were both associated with lower explicit stigma, while only familiarity was linked to a reduction in implicit prejudice. Moreover, the regression analysis has shown that the different constructs of stigma evaluated in our study (social distance, stereotype, and implicit bias) were predicted by different variables. Particularly, social distance was predicted by stronger stereotypes, male gender, and more individualistic values, whereas stereotypes were higher among older, less-educated participants with limited knowledge, less familiarity, and greater social distance. Implicit bias was higher among men, participants endorsing vertical collectivism, and those with lower levels of intimate familiarity. These results were discussed within the framework of multidimensional approaches to assessing and reducing stigmatization in a French sociocultural context.Lay AbstractAutistic people often face stigma, which means they may be judged or treated unfairly by others. This stigma can appear in different ways, such as wanting to keep distance from autistic people, holding negative beliefs about them, or having automatic negative reactions without being aware of it (unconscious). This study explored which factors are linked to these different forms of stigma in adults living in France. We focused on how much people know about autism, whether they have personal experience with autistic people, as well as personal and cultural values, and how all these factors influence stigma. The results show that people who know more about autism and who have more contact with autistic people tend to express fewer negative beliefs and are more comfortable interacting with them. However, only close personal contact was linked to fewer automatic negative reactions. The study also shows that different forms of stigma are influenced by different factors such as male gender and less-educated people, meaning stigma is not a single, simple issue. These findings suggest that reducing stigma requires sharing knowledge about autism, but other factors must be taken into account. Encouraging meaningful and positive contact with autistic people, while also taking cultural and social factors into account, may be important for improving attitudes and inclusion in everyday life.

There is a critical lack of exploration into the firsthand experiences of autistic children in the psychological literature. We sought to address this using baseline data from a wider mixed-methods study. A total of 136 autistic children (mean age = 10.35) completed an online questionnaire. Questions explored children's understanding of autism, their feelings about being autistic in different contexts and challenges experienced. Quantitative data revealed limited autism knowledge and understanding for some. Challenges included talking about being autistic and self-advocating for needs, especially with non-family members. Children generally recognised both strengths and challenges of being autistic, although concerns about feeling/being different were widespread, and masking common. Strikingly, although most children felt positive about being autistic at home, significantly fewer felt this to be true when around peers or teachers. Using reflexive thematic analysis, four main themes were developed: (1) overwhelming experiences, (2) unsafe people, (3) sanctuary and (4) autistic identity. Overall, the children felt safest at home with family and/or with autistic/neurodivergent/understanding friends, but most unsafe at school with their teachers and neurotypical peers, where victimisation was rife. These findings offer valuable insights into the lives of autistic children, and demand we explore how places of education can be transformed into safe spaces for autistic children.Lay abstractAutistic children are rarely asked directly about their own experiences. In this study, 136 autistic children (ages 8-14) shared their views through an online questionnaire. They were asked what being autistic means to them, how they feel about it and what challenges they face in different environments. Many said they knew little about autism, and most did not have the words to talk about being autistic or feel safe doing so. Talking was especially difficult outside the family; while over 60% felt comfortable with family, only 16.5% felt this way with other people. Children also told us how overwhelming everyday life can be. Noisy, crowded or unpredictable environments often caused distress or shutdown. Many described how strong emotions, especially anxiety, build up in these moments. Some lost the ability to speak, and tasks like decision-making or emotional regulation became especially hard and exhausting. School was often named as a major source of overwhelm. Children showed deep insight into the people around them. They were highly attuned to whether others, for example, friends, family, teachers or professionals, felt safe or unsafe. Feeling unsafe often meant being misunderstood, ignored or bullied. School peers were commonly described as sources of victimisation, and teachers as making children feel unsafe by not listening or misunderstanding their needs. When children did not trust those around them, they masked their autistic traits to avoid judgement. This came at a cost: many described exhaustion, loneliness or feeling like they had to hide who they really are. By contrast, home and trusted relationships, especially with neurodivergent family or friends, offered sanctuary. Children felt freer to be themselves, ask for what they need and talk about autism. Emergent positive autistic identities were evident in some children. These findings show autistic children are thoughtful, perceptive and deeply affected by their environments while simultaneously shining a bright light on the challenges growing up autistic in a neurotypical world. Their voices offer vital insights and a call to make schools and services safer, more respectful spaces.

ABSTRACT As inclusive education expands across China, general education teachers face increasing demands in supporting students with autism spectrum sisorder (ASD) in mainstream classrooms. This study investigates the psychological mechanisms that promote teacher resilience and reduce burnout within inclusive school contexts. A moderated mediation model was tested using survey data from 272 inclusive teachers (87% female; average autism teaching experience of approximately 3 years). The analysis examined how ASD knowledge, inclusive education self-efficacy, and neurodiversity attitudes contribute to burnout outcomes. We show that greater ASD knowledge was associated with reduced teacher burnout, and this relationship was mediated by enhanced self-efficacy in inclusive teaching. Furthermore, neurodiversity-affirming attitudes significantly moderated the association between ASD knowledge and self-efficacy, such that the positive impact of knowledge was stronger among teachers with more positive attitudes toward neurodiversity. These findings highlight the value of strengths-based approaches to teacher development. They offer actionable insights for designing professional learning environments that empower educators, foster resilience, and support sustainable inclusive education practices.

Introduction: Autistic adults often report unhelpful experiences when engaging with mental health support. Limited clinician knowledge of autism and a failure to tailor neurotypical approaches may be contributing factors. An initial draft mental health therapy group program was designed based on information provided by autistic adults and mental health clinicians. This study sought feedback about the program outline from autistic adults with co-occurring mental health conditions.

Early identification and diagnosis of autism are essential steps in supporting children and families. In rural communities, families can experience significant challenges in accessing an autism diagnosis. We conducted semistructured interviews with four groups of participants: managers (n = 11), diagnosticians (n = 7), clinicians (n = 14) and parents/caregivers (n = 20) across six regions in Northern Ontario to learn of barriers and facilitators in accessing an autism diagnosis. Two independent coders coded each transcript and used inductive thematic analysis to identify themes across participants and regions. Five themes were generated from participants: (1) Gaps in autism knowledge delay early identification for children requiring an autism assessment; (2) complex systems create navigation barriers for families in knowing where to seek help; (3) families with limited access to resources face delays in the early identification process; (4) staffing challenges exacerbate barriers within the autism diagnostic process; and (5) collaboration among health disciplines while using a culturally responsive approach to care facilitates the autism assessment process. Hopes about the future of accessing an autism diagnosis were shared by families and professionals; although some challenges are fixed (e.g., vast geography), others are amenable to interventions such as building community knowledge and streamlining service navigation.

Purpose Evidence indicates mental health staff need education when working with autistic people (Maddox et al, 2020; Crane et al, 2018). This project aims to address this through collaboration with a peer specialist (PS). Design/methodology/approach A service improvement case study to enhance community mental health team (CMHT) staff’s knowledge and skills when working with autistic adults with coexisting mental illnesses. Education sessions were co-created and co-delivered by a trainee advanced clinical practitioner (tACP) and an autistic PS (Crane et al, 2019, National Autistic Society, 2025). Data was collected using a cross-sectional survey. Both the tACP and PS provide reflections on co-production. Findings All participants reported improved knowledge of autism, with 6 of 7 agreeing their confidence working with autistic people with co-occurring mental illnesses had improved. All agreed that PS inclusion in training was valuable. Originality/value Despite small sample size, this project demonstrates clear need for autism training in CMHTs and supports PS inclusion in professional training. It examines co-production experience and benefits through reflections from both professional and PS perspectives.

The study was conducted for Assessing Knowledge of Mothers Regarding Virtual Autism among under Five Children. The objectives of the study were to assess the knowledge of virtual autism among mother’s of under five children, determine the association of knowledge with selected demographic variables of mother. Convenient sampling technique was used to select 90 samples. A structured questionnaire was used to assess the knowledge. The pilot study was conducted to assess the feasibility of the study. Data was completed and analyzed by using descriptive and inferential statistics. Analysis reveals that 68.9% have excellent knowledge, 15.6% have good knowledge and 15.6% have poor knowledge. The mean knowledge score was 12.6±5.50 a statistically significant association was found between knowledge level and type of family (p=0.009), Marital status (p=0.018) and previous knowledge about virtual autism (p=0.000). The present study attributed there is significant association between level of knowledge and selected demographic variables like marital status and previous knowledge. The findings of the study have implication in nursing practice, nursing education, nursing administration and nursing research. Nurses can teach parents about the dangers of too much screen time for small children. Nursing students should learn about the effects of screen time on children. Research can test ways to reduce screen time and improve child behaviour.

Despite the growing body of autism-focused research, literature centered on understanding the experiences of people with autism and their families has been largely concentrated within Western countries. This study sought to identify the cultural and societal influences that school psychologists working from a cultural humility approach must understand to better support globally diverse children with autism and their families. A semistructured panel discussion with four international autism experts—chosen for their expertise, lived experiences, and efforts to improve support for children with autism and their families in their respective countries of Iran, Tajikistan, Uzbekistan, and Afghanistan—were qualitatively analyzed using thematic analysis. Three key themes arose, including (a) the importance of understanding the community's knowledge and perceptions of autism; (b) the availability and quality of autism-focused services; and (c) the broader cultural, historical, and societal factors that shape the experiences of individuals with autism and their families. These findings empower school psychologists to deconstruct the lens through which they understand and support globally diverse individuals.

The diagnosis of Autism relies partly on the evaluation of social behavior. What is perceived as "appropriate" (social) behavior is influenced by culture, as culture shapes norms and beliefs about behavior. Culture might thus influence the interpretation of autistic traits and the diagnostic process. We aimed to study whether culture affects the interpretation and reporting of autistic traits and how autism knowledge is associated with these relations. To do so, we investigated cross-cultural differences in self-reported autistic traits (autism-spectrum Quotient) and the commonness of these traits in Iran (n = 88), Malaysia (n = 181), Morocco (n = 94), and the Netherlands (n = 113). Additionally, we explored the relationship between (the commonness of) autistic traits and autism knowledge (Revised Autism Knowledge Survey) across these countries. The results indicated, consistent with previous studies, cross-cultural differences in both self-reported autistic traits and the commonness of these traits. Cross-cultural differences in reporting autistic traits showed that cultural background might affect their interpretation. There was a relationship between self-reported and the commonness of autistic traits. When autistic traits are considered more common, people also self-report more traits. In addition, more knowledge about autism was related to lower self-reported traits. However, within individual countries, the relationships were more nuanced. It is, hence, essential to consider cultural background and autism knowledge when assessing autism cross-culturally.

More autistic individuals are entering universities and the workforce than ever before. Yet, autistic university students experience social difficulties when transitioning to college such as social anxiety and social exclusion from their peers, and autistic adults are unemployed or underemployed. One reason for these negative experiences is the attitudes others hold toward autistic individuals. In this narrative review, we summarize the literature on explicit and implicit attitudes toward autistic individuals. Our review suggests that, while explicit attitudes toward autistic individuals as a group generally are positive, willingness to engage with autistic individuals, particularly in close proximity, may be more negative. Regarding implicit attitudes, most of which are assessed via reaction-time based methods, the findings are less nuanced. That is, regardless of the measure used, implicit attitudes toward autistic people tend to be negative in children, college students, and adults, including those who work with autistic populations. This article also considers factors that moderate these attitudes including previous contact with autistic individuals, knowledge of autism, and providing a label for autistic individuals. We review interventions designed to improve attitudes toward autistic individuals, which generally suggest that educational materials can have positive effects on explicit attitudes, but the effects of trainings on implicit attitudes are more variable. Regarding training, best practices include providing facts about autism that include the challenges and strengths associated with autism as well as providing perspectives from autistic people themselves. Finally, we provide suggestions for future directions.

This study aims to evaluate parental knowledge, acceptability, and involvement in the use of Applied Behavior Analysis (ABA) for the treatment of children with autism spectrum disorder (ASD) in Jordan. A descriptive cross-sectional study was conducted with a sample of 157 parents of children with ASD who had been exposed to ABA. Data were collected using self-administered paper-based and online questionnaires, which included demographic characteristics and instruments measuring parental knowledge, involvement, and treatment acceptability. The majority of participants were mothers (73.5%). A significant proportion of participants' children exhibited problematic behaviors, with aggression being the most common issue (34.3%). Parental acceptability of ABA was generally high, with 96.4% reporting moderate to high acceptance. The study also found a positive correlation between ABA knowledge, acceptability, and parental involvement in ABA programs. Enhancing parents' knowledge of autism and ABA is crucial for effective treatment. To increase parental acceptance and involvement in their child's ABA, practitioners should implement educational programs that provide parents with a deeper understanding of ABA principles and their practical benefits.