Keywords
Early diagnosis
Health education
Family relationships
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Abstract
Objective: To analyze educational actions aimed at parents and family members in the early recognition of signs of ASD, highlighting practices that favor identification, community awareness, and appropriate referral to specialized diagnosis. Methods: Integrative literature review, with systematic searches in the Lilacs, Medline (via BVS), SciELO, Portal Capes, and Scopus databases. Twenty-three studies published between 2020 and 2024 were included, rigorously selected according to the PRISMA protocol. Results: Educational interventions significantly increase caregivers' sensitivity and reduce the average time to diagnosis, especially when associated with instruments such as the M-CHAT-R and ongoing family training. Structural barriers, access limitations, and sociocultural inequalities hinder early diagnosis, especially in vulnerable populations. Final considerations: Intersectoral strategies that integrate parental training, the use of culturally validated tools, and ongoing professional support are essential for the early, effective, and equitable detection of ASD. National protocols should carefully consider sociocultural contexts and value the active role of the family in the diagnostic process.
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