Poster #65 - Early Intervention Providers’ Experiences Working with Diverse Families

• In Event: Poster Session 08

Abstract

Early intervention providers across the United States provide home visiting services for children under three years old and their families. The demographics and population in early intervention are shifting (Lynch & Hanson, 1993). Given the unique nature of home visiting and family-centered practices, we must acknowledge how variation in family rituals and cross-cultural differences in natural environments impact early intervention services (Rantala et al., 2009; Schuck & Bucy,1997; Spagnola & Fiese, 2007). As a result, these providers must be prepared to work with culturally and linguistically diverse families.

Training efforts in the field have highlighted the importance of incorporating culturally responsive practices and increasing providers’ cultural competence to improve service delivery. Yet, the extent to which providers engage in culturally responsive practice is largely unknown. This project aims to address this gap and identify practices of those working in the field with diverse families through semi-structured interviews with current early intervention providers working in the field.

The sample is comprised of a total of 30 participants (12 speech language pathologists, 7 developmental specialists, 6 occupational therapists, and 5 physical therapists) from across the United States. All participants are women, which is true of most early intervention providers. Providers answered questions about their own backgrounds, prior experience, a typical day in early intervention, and experiences working with culturally diverse families on their caseloads.

The primary research question is, “How do early intervention providers approach working with culturally diverse families?” It is exploratory in nature to gain insight into how providers think about and work with families of various backgrounds. Interviews were audio-recorded, transcribed, and de-identified. Interviews were inductively coded for common and recurring themes using DeDoose software. Participants described the cultural backgrounds of the families on their caseload. These descriptions were thematically coded to identify the range of diversity that early intervention providers serve. Broad themes include observed differences, reported challenges, providers’ attitudes towards working with families, and strategies for working with families.

Observed differences encompass themes regarding topics in which providers have identified aspects of routines that tend to vary or be culturally sensitive. Providers also reported challenges they face in their professional practice such as language barriers and interpretation services. Participants discussed attitudes and strategies for working with families of diverse backgrounds. These attitudes and strategies involve aspects of personal growth and self-reflection as well as actionable steps towards engaging in culturally responsive practices. Patterns based on participants’ professional disciplines, educational background, and professional development experience will also be explored. Implications and insights to improving practice with diverse families based on themes extracted from the interviews will be discussed.

Based on this work, providers will be able to 1) identify differences and approaches to working with culturally and linguistically diverse families, 2) understand aspects of children and families’ daily lives and routines that may be influenced by cultural and linguistic diversity, and 3) reflect on applications results to their own work with families.

Authors

• Emily Jackson, University of Connecticut
  Presenting Author

• Sara Harkness, University of Connecticut