Contents lists available at ScienceDirect Children and Youth Services Review journal homepage: www.elsevier.com/locate/childyouth Community-engaged process to adapt evidence-based programs for parents of children with autism spectrum disorder Marissa E. Yingling a, ⁎ , Robert M. Hock b , Mark E. Feinberg c , Amy A. Holbert d a 2217 S 3rd St, Julius John Oppenheimer Hall, Kent School of Social Work, University of Louisville, Louisville, KY 40208, United States b Hamilton College, 1512 Pendleton St., College of Social Work, University of South Carolina, Columbia, SC 29208, United States c Edna Bennett Pierce Prevention Research Center, College of Health and Human Development, Pennsylvania State University, 314 Biobehavioral Health Building, University Park, PA 16802, United States d 1800 Saint Julian Pl Ste 104, Family Connection of South Carolina, Columbia, SC 29204, United States ARTICLE INFO Keywords: Autism spectrum disorder Coparenting Evidence-based program Program adaptation Service navigation ABSTRACT The purpose of this paper is to describe a community-engaged evidence-based program (EBP) adaptation process informed by existing frameworks that incorporates program theory and recommendations from professionals and members of the target population, or parents of children with autism spectrum disorder (ASD). To inform adaptation, we conducted qualitative interviews, recorded detailed process notes, convened an implementation team, and completed a pilot study of the adapted program. We present a five-phase, systematic adaptation process that resulted in Autism Parent Navigators, a 6-week in-home coparenting program delivered by peer support parents to parents of young children recently diagnosed with ASD. The adaptation process highlighted could be used to adapt other EBPs for ASD. Future research on adaptation processes used in community contexts is imperative to maximize the potential for EBPs to improve well-being for children with ASD and their parents. 1. Introduction A large number of children meet diagnostic criteria for autism spectrum disorder (ASD) (Centers for Disease Control and Prevention, 2016, 2018), a neurodevelopmental disorder characterized by social communication challenges and restricted or repetitive behaviors or interests (American Psychiatric Association, 2013). One promising ap- proach for addressing the needs of the growing number of parents raising children with ASD is the adaptation of existing evidence-based programs (EBPs). Despite calls for research that details the adaptation process of EBPs, however, such work is scarce. Therefore, in this paper we describe an evidence-based adaptation process undertaken in one southeastern state in the United States, in which researchers and a statewide community organization partnered to adapt an EBP for par- ents of children recently diagnosed with ASD. Specifically, we review literature on the adaptation of EBPs, justify the need to adapt Family Foundations for parents of children with ASD, describe the adaptation process in detail, and offer recommendations for successful adaptation of parenting programs. 1.1. Adaptations of evidence-based programs Once thought to be a rare event, when EBPs are adopted and im- plemented in a new context and with populations other than those in- cluded in an original randomized controlled trial, adaptations are in- evitable (Backer, 2002; Rogers, 1995). They are “deliberate or accidental” (Backer, 2002, p. 4) and include deletions or additions, modification of original components, alteration of the intensity of components, or changes necessary in the particular culture of the local context. In recent years, the study of adaptations to EBPs has increased. Researchers acknowledge the need for a systematic approach to the guided adaptation of EBPs that preserves their core components or “spirit” (Stirman, Miller, Toder, & Calloway, 2013, p. 2). A handful of researchers have proposed frameworks for adapting EBPs. Among the first, Backer (2002) presented a six-step framework for balancing fidelity and adaptation. Steps included determining pro- gram theory, using a core components analysis, considering concerns for implementation at the intended site, working with the program developer, working with the host organization or community, and generating an implementation plan (2002, pp. 16–17). Sponsored by the Centers for Disease Control and Prevention, McKleroy et al. (2006) offered a preliminary guide for researchers to adapt programs to new https://doi.org/10.1016/j.childyouth.2020.104876 Received 14 November 2019; Received in revised form 17 February 2020; Accepted 17 February 2020 ⁎ Corresponding author. E-mail address: marissa.yingling@louisville.edu (M.E. Yingling). Children and Youth Services Review 112 (2020) 104876 Available online 18 February 2020 0190-7409/ © 2020 Elsevier Ltd. All rights reserved. T