100 Session 1
Papers Topic - Adaptations to Meet the Cultural and Linguistic Needs of Families Advancing Comprehensive Early Childhood Intervention
P1.03 Using Well-Described Measures in Low- and Middle-Income Countries (LMICs): Results of Adaptation of Two This study aims to explore the experiences of early intervention and health service providers (e.g., developmental practitioners, therapists, and mental health providers) in their collaborations with interpreters during assessments and evaluations. As insurance policies have reduced service delivery time in health care and community settings, interpreters’ roles and the quality of services provided have changed. While Heath et al. (2023) identified a trend linking in-person professional interpreters with the most positive outcomes, current practices rely heavily on technology-based interpreters accessed via online portals. These interpreters often lack “real-world” experience collaborating alongside providers and families. Using a survey methodology, this study will explore (N=50) providers’ challenges, strategies, and training needs when working with interpreters across three geographically diverse areas in the US. The findings will highlight barriers, address the impact of shifting practices, and offer recommendations to enhance collaboration, equitable service delivery, and assessment outcomes for diverse families. Executive Functions (EFs) are a set of cognitive skills that develop rapidly during the first three years and are predictive of future social and academic achievements. One of the factors that influence early EF development is parenting. Studies that gauge parenting attitudes, activitiesm and EFs rely on instruments – such as parent-report questionnaires – that have solid psychometric properties. Most of these questionnaires were developed and validated in high-income countries (e.g., the UK or the US). Little was done to adapt these instruments to the context of Low or Middle Income Countries (LMIC). This study aimed to adapt and assess the psychometric properties of two questionnaires for use in Ukraine (i.e., The Early Executive Function Questionnaire (EEFQ) and The Early Parenting Attitudes Questionnaire [EPAQ]). Fifty-five Ukrainian parents with children aged 12 to 36 months contributed their data to this study. Psychometric properties were checked using the COSMIN (Consensus-based Standards for the Selection of Health Status Measurement Instruments) checklist. Both adapted questionnaires showed good psychometric properties, with Cronbach’s Alpha =.720 for EPAQ, and .789, .849 for EEFQ subscales. Results of this study suggest that, with minor adaptations, parent-report questionnaires are suitable for use with LMIC (i.e., Ukrainian) families. This, in turn, lays a foundation for further research of the role of parenting within EF development in the usually overlooked population. Parent-Report Questionnaires in Ukraine Presenting Author: Maryna Nosyk (Ukraine) Affiliation: University of Oxford Co-Authors: Alexandra Hendry P1.01 Linguistic and Contextual Adaptations of an International Developmental Resource Guide for Caregivers and Early Childhood Educators in Low-Resourced Settings in South Africa Presenting Author: Renata Eccles (South Africa) Affiliation: University of Pretoria Co-Authors: Maria du Toit, Jeannie van der Linde This presentation covers four studies that, through phases, adapted an international developmental milestone guide to support caregivers and early childhood educators in low-resourced, multilingual South African settings. Recognizing that children in low- and middle-income countries are at risk of developmental delays due to socioeconomic factors, the Center for Disease Control and Prevention's milestone checklist was reviewed and tailored for children aged 0–5 years from South African settings. Adaptations involved multidisciplinary expert panels and engaged early childhood educators and caregivers to ensure linguistic and contextual relevance. Methods included focus groups, trial implementations, surveys, and interviews to evaluate language use, accessibility, and contextual relevance of the adapted guide. Results showed positive reception and ease of integration into daily routines, with further adaptations made based on feedback regarding linguistic complexity and practical application. The newly adapted guides promote developmental literacy and offer accessible, age-appropriate resources that support developmental outcomes in low-resourced settings. P1.02 Strengthening Collaboration Between Early Intervention Providers and Interpreters in Assessment Practices Presenting Author: Serra Acar (USA) Affiliation: University of Massachusetts, Boston Co-Authors: Patricia Blasco, Carla Peterson
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