For many professionals working with autistic learners and others with neurodevelopmental differences, evidence-based training can be difficult to access when high-quality resources are available only in English. A team of researchers at the University of Navarra is working to help close that gap by translating the Autism Focused Intervention Resources and Modules (AFIRM) modules, a project that originated within the UNC Frank Porter Graham Child Development Institute (FPG) into Spanish.

The effort is led by Carmen Gándara, PhD; Araceli Arellano, PhD; and Michelle Osuna, members of the Neurodevelopment and Learning Research Group at the University of Navarra. The interdisciplinary group studies developmental difficulties and disorders through the combined lenses of education, psychology, and health, with a focus on early detection, assessment, diagnosis, intervention, and the development of tools and strategies that improve quality of life and socio-educational support for learners and families.

Bringing evidence-based practices to more communities

Gándara, an associate professor in the Faculty of Education and Psychology, focuses on psychology of language, language disorders, and autism intervention. She specialized in autism through a two-year internship at the UNC TEACCH Autism Program—a statewide, university-based system that provides clinical services, training, and research to support autistic individuals and their families across the lifespan—and also works with learners with communication differences and their families at the Huarte San Juan Center in Pamplona.

Arellano is a lecturer and researcher whose work focuses on self-determination among people with intellectual disabilities. She has completed international postdoctoral stays at the University of Warwick in the United Kingdom and the Popular Autonomous University of the State of Puebla in Mexico, and she combines teaching, research, and collaboration with social organizations to generate impact in educational and community settings.

Osuna holds a bachelor’s degree in psychology and two master’s degrees from the University of Navarra in Educational and Psychological Intervention and Secondary Education Teaching. She also holds a diploma in educational neuropsychology from Madrid and has experience working in school guidance departments. She is currently pursuing a master’s degree in general health psychology, with interests in neurodevelopment and educational psychology.

“Our aspiration is to help ensure that professionals throughout the Spanish-speaking world have access, on equal terms, to a substantial portion of the training resources developed by AFIRM,” the team said.

As part of their teaching, research, and knowledge-transfer work, the team frequently encountered professionals who wanted access to current, rigorous training resources but faced language barriers. AFIRM stood out as a trusted resource because of the quality, rigor, and accessibility of its materials.

The idea to translate AFIRM modules into Spanish emerged during conversations connected to one of the team’s current projects, which is supported by the Ciganda Ferrer Foundation: validation of the Autism Program Environment Rating Scale, Preschool/Elementary (APERS-PE) tool. Through discussions with APERS authors, who are also part of the AFIRM team at FPG, the researchers saw an opportunity to help bring scientific knowledge closer to those who work daily with autistic learners.

“Over the years, our team has provided training on APERS to members of Dr. Gándara’s team”, said Ann Sam, PhD, a senior research scientist at FPG and an author of APERS. “The APERS helped Dr. Gándara's team assess the overall quality of programs for autistic individuals. However, educators needed more assistance in using evidence-based practices with fidelity.”  

“The AFIRM modules provide this information—but were not available in Spanish,” said Sam. “We were thrilled when Dr. Gándara's team was interested in translating the module. We receive numerous requests a year for the AFIRM modules in Spanish. These translations will become an essential resource internationally.”

A growing Spanish-language resource

The team’s goal is to continue expanding the number of AFIRM modules available in Spanish, with the long-term aim of completing the full AFIRM module series. The translation effort is part of the knowledge-transfer activities associated with their current two-year research project, which runs through February 2027.

“Our aspiration is to help ensure that professionals throughout the Spanish-speaking world have access, on equal terms, to a substantial portion of the training resources developed by AFIRM,” the team said.

Decisions about which modules to translate are made through close communication with the AFIRM team and informed by the training needs the researchers identify among professionals in educational, clinical, and community settings in Spain and other Spanish-speaking countries. The team has prioritized modules with immediate practical application, including foundational and introductory modules as well as resources designed for paraeducators.

“Through this initiative, we aim to enhance the impact of the wonderful work of the AFIRM team and offer it to the Spanish-speaking population,” the team said. “This work presents such a great opportunity to access rigorous, up-to-date training to professionals, students, families, and organizations without language being a barrier.”

Reducing barriers to knowledge

Although Spanish is one of the most widely spoken languages in the world, many specialized autism resources and evidence-based practice materials remain available only in English. By translating AFIRM modules, the University of Navarra team hopes to reduce a significant gap in access to knowledge.

“Through this initiative, we aim to enhance the impact of the wonderful work of the AFIRM team and offer it to the Spanish-speaking population,” the team said. “This work presents such a great opportunity to access rigorous, up-to-date training to professionals, students, families, and organizations without language being a barrier.”

The researchers believe the translations can support broader implementation of evidence-based practices and ultimately improve the quality of educational supports available to autistic learners and others with neurodivergence. They also hope the project will strengthen connections among researchers, practitioners, and Spanish-speaking communities committed to high-quality education grounded in scientific evidence.