From Diagnosis to Intervention: Lived Experiences of Parents and Professionals in Early Autism Services in Punjab

Abstract

This study explored the lived experiences of parents and professionals regarding early therapeutic services for children with Autism Spectrum Disorder (ASD) in Punjab, Pakistan. Guided by a qualitative research design within an interpretivist paradigm and hermeneutic phenomenology, the study aimed to understand how individuals construct meaning around diagnosis, intervention, and service delivery within a sociocultural context. Data were collected through semi-structured in-depth interviews with five parents of children with ASD and five professionals, including speech and language therapists, special education teachers, behavior therapists, and clinical psychologists across selected districts of Punjab. Thematic analysis revealed five interconnected patterns shaping ASD intervention experiences: emotional transition from diagnosis to acceptance, parental empowerment through active therapeutic involvement, persistent barriers to accessibility and service equity, systemic and institutional gaps in service delivery, and emerging narratives of transformation and hope. Findings indicated that parents initially experienced shock, denial, and self-blame, but gradually moved toward acceptance through therapy engagement and observable developmental progress in their children. A significant outcome was the transformation of parents into co-therapists, enhancing their confidence and involvement in home-based intervention. However, major challenges such as financial constraints, shortage of trained professionals, lack of standardized protocols, and urban–rural disparities continued to hinder service accessibility. Despite these limitations, both parents and professionals reported meaningful child progress, reduced stigma, and increasing awareness of autism within society. The study concludes that early intervention services in Punjab are shaped by a dynamic interaction of emotional, structural, and social factors, highlighting the need for policy reforms, expansion of community-based services, structured parent-training programs, and strengthened interdisciplinary collaboration to ensure equitable and effective ASD support systems in Pakistan.