149
Posters Advancing Comprehensive Early Childhood Intervention
Session 1
FAMILIES Topic - Family-Centered Practices
p1.25 ENVISAGE-Service Providers: Creating Opportunities to Change How Service Providers Think, Talk About, and Approach Childhood Disability: A Qualitative Exploration
Presenting Author: Kerry Britt (Australia) Affiliation: The University of Melbourne Co-Authors: Rose Babic, Debra Hughes, Bridget O'Connor, Michelle Phoenix
The paradigm shift in service provision in childhood-onset disability challenges service providers (SPs) to implement holistic, strengths-based, family-centered approaches to service delivery. ENVISAGE for Service Providers (ENVISAGE-SP), a professional development program, aims to enhance SPs’ knowledge, attitudes, and skills to apply contemporary evidence-informed approaches in practice Online semi-structured interviews were undertaken with 27 purposively selected consenting SPs from Australia and Canada who had participated in ENVISAGE- SP. Reflexive thematic analysis was undertaken. A thematic metaphor of constructing family-centered approaches described the program’s impact. Subthemes described how 1. participants come with their own foundation; 2. ENVISAGE-SP provides scaffolding for family-centered service; and 3. ‘my construction’ – describing how the program influenced participants. Constructions included connections between ways of thinking and doing, and bridges between SPs and families. ENVISAGE-SP provided the scaffold supporting participants to build on their family-centered service foundations in ways that were meaningful for them. p1.26 Family Practices That Foster Linguistic Development in Children up to Six Years Old: A Study in Portugal Presenting Author: Irene Cadime (Portugal) Affiliation: University of Minho Research highlights the critical role of family practices in shaping children's linguistic development. This study analyzed the practices most associated with linguistic growth in 402 Portuguese families with children born at the beginning of the COVID-19 pandemic. Data were collected longitudinally at two points: when children were about three years old (M1) and 16 months later (M2). Parents reported on their home language and literacy activities using a demographic questionnaire, a language-promoting practices tool, the MacArthur-Bates Communicative Development Inventory III (CDI-III; Cadime et al., 2021), and the Family Literacy Questionnaire (Pacheco & Mata, 2013). Findings indicate that entertainment practices, particularly shared book reading, had the strongest positive impact on linguistic development. Children below the 10th percentile exhibited notably less frequent engagement in these activities. This underscores the importance of promoting family-based literacy practices to support early language development, particularly for children at risk of delays. p1.27 Global Partnership to Upgrade the Young Children’s Participation and Environment Measure (YC-PEM) for Equitable Early Intervention Presenting Author: Lilyanna Patton (USA) Affiliation: Children’s Participation in Environment Research Lab, University of Illinois Chicago Co-Authors: Will Chien, Mary A. Khetani, Chun Yi Lim, Rachel Teplicky, Vivian Villegas Early intervention (EI) experiences can be inequitable. This project engaged caregivers’ perspectives to upgrade original and culturally adapted versions of the YC-PEM, an electronic patient-reported outcome measure, to promote equitable service delivery globally. Eligible caregivers were recruited during routine EI visits (original YC-PEM upgrades in United States) and through purposive sampling (culturally adapted Chinese and Singaporean versions). Caregivers participated in semi-structured cognitive interviews to gather feedback on the clarity, comprehension, and value of proposed modifications. Eight caregivers provided feedback on content modifications to improve clarity and value of original YC-PEM upgrades. Cultural equivalency was achieved after 18 modifications (8 Chinese, 10 Singaporean) to culturally adapted versions. Results indicate best practice guidelines can be utilized to achieve cultural equivalence and promote equitable practice by strengthening how providers capture family expertise when designing individualized service plans. Findings warrant upgrades to seven other culturally adapted YC-PEM versions underway.
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