123 Session 5
Papers Topic - Social Validity and Cultural Adaptations Advancing Comprehensive Early Childhood Intervention
P5.11 Early Intervention in Families With Different Cultural Background: Breaking Down Cultural Barriers and
Developing a Supportive Relationship and Bond Presenting Author: Janair Moreira Linden (Germany) Affiliation: ECI KESS im Zentrum, Germany Co-Authors: Johanna Carreno, Andrea Jolic
Equally important for a successful ECI is to consider the different cultural backgrounds of these families as they often find themselves in vulnerable situations due to a lack of language skills, cultural differences, or religious beliefs. These factors can create “challenging” situations for both professionals and the families, especially in terms of communication and building relationships as part of the child's development process. The following presentation/poster is based on the daily experience of a multidisciplinary team of professionals from psychology, occupational therapy, speech therapy, and education. These professionals work together as a team in an ECI center in Frankfurt/Main, Germany. Around 241 families are supported in this center, 178 of whom have a different cultural background. The importance of supporting the families, building and strengthening relationships with them, regardless of their ethnicity, religion, or other cultural habits, is of crucial importance, especially in these circumstances. Above all, it will influence the quality of the child's treatment and therefore their future development. P5.12 Exploring Narratives of Indigenous Amazonian Fathers: A Context for Child Outcomes Presenting Author: Eduardo Ortiz (USA) Affiliation: Utah State University Co-Authors: Marcela Santos, Kyla Iverson, Isadora Ferreira de Melo, Lisa Boyce, and Spencer Bradshaw This study explores the intergenerational transmission of caregiving practices among Indigenous fathers or father figures and their impact on child development outcomes. Semi-structured interviews were conducted with 23 fathers (mean age = 33 years) as part of a larger project involving 40 families from two rural Amazonian communities, with 93% of participants identifying as Indigenous. Interviews focused on fathers’ childhood experiences, relationships with their own parents, current family dynamics, and caregiving styles compared to those of previous generations. Children ranged in age from 3 to 5 years (mean = 4.1 years), and fathers reported an average of 12.53 years of education. Using thematic analysis, this research identifies patterns in caregiving practices and the values, priorities, and traditions passed across generations. Findings contribute to a deeper understanding of how cultural and familial contexts influence parenting and child development, offering valuable insights for community-based interventions and support programs.
P5.13 Understanding Social Validity Using Funds of Knowledge Lens Presenting Author: Anindita Banerjee (USA) Affiliation: Department of Educational Psychology, Texas A&M University Co-Authors: Ankita Bhattashali, Julie Thompson
We acknowledge and consider the perspectives and experiences of all stakeholders in designing and implementing interventions, leading to more effective and/or relevant support and services for individuals with autism based on their significant needs (Fäldt et al., 2020). We studied how each immigrant family (Asian/Asian-Hispanic) deals with naturalistic strategies from a cultural context, given that they get the same resources, feedback, and telepractice coaching. By prioritizing social validity, interventionists can increase the likelihood of successful implementation and positive outcomes for individuals with autism. We conducted a narrative analysis of the relevance of communication goals that were set with each family, the criteria they had regarding the goals, the intervention strategies, and the impact of intervention while implementing the strategies. We will also looked at how coaching impacted the families’ lives in general, at home, and in the community. (Snodgrass et al., 2023).
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