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1) What strategies do you suggest to better involve families and caregivers in screening and assessment processes?
-Families could complete screenings alongside professionals. Families can be informed of screenings and completed as a "strengths/needs" assessment at each well child visit. Screenings can be completed/required for enrollment in various childcare settings and support offered in home to complete the screenings.

2) What are some differences you might see related to family and caregiver involvement in screening and assessments across cultures?
Conducting screenings in the child's home language. Stigma of delay. View of the role of professionals vs families.

3) What strategies do you suggest to effectively share developmental screening processes and information with a variety of families and caregivers?

I would suggest it become standard practice with each pediatrician visit as well as with enrollment into any childcare program. This way families are informed and supported in understanding their child's development. I would also suggest providing materials in many languages to remove the barrier for non-english reading families.

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1. Building strong and consistent partnerships between families and schools through communication and providing them with a comfortable and clear understanding of the screenings and how it works. I think the communities can help to offer a support group where the parents can learn more about the screening and assessments being conducted. It is also very important to take time to listen to families' questions and concerns in a positive way or provide alternative ways such as doing the screening and assessment together with them.

2. I think every family has its own views, values, beliefs, and cultural aspect about how they view child development. Cultural value can be a driving mechanism of cross-cultural differences in caregiving outcomes.
Cultural values can also influence their coping strategies, subjective appraisals of caregiver burden, and perceived social support. Some families might be deniers who do not want to accept any negative results about their child's development.

3. I think we can choose to introduce and share developmental screening processes and information with the parents by conducting a sharing session or establishing a good communication platform for the parents to have discussions if they encountered difficulties or inquiries. Lastly, giving them assurance.

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What strategies do you suggest to better involve families and caregivers in screening and assessment processes?

-Listening and learning about assessments and screenings can be overwhelming for families. There are so many different methods and we don't want to bombard families with too much information. We should help educate them but find ways where we can simplify the information we are giving and use terms they are familiar with. This makes it more manageable for them to hear and process. I think transparency from the beginning is vital and to really listen to their concerns, goals and observations of their own child.

What are some differences you might see related to family and caregiver involvement in screening and assessments across cultures?

-In our own culture, language plays a huge role in screenings and assessments. I have observed assessments take place in the school district to only be conducted in English rather than the native language of the child. That does not set a child up for success or correctly identifies any delays. I don't think families are necessarily aware of this. I have also noticed here in the US, it is usually the nuclear family that works through screenings and assessments. I haven't experienced in my career that the extended family participates.

What strategies do you suggest to effectively share developmental screening processes and information with a variety of families and caregivers?

-The overload on information can be a lot to comprehend, therefore offering printed materials to outline the process would be helpful. Open lines of communication is also key and being sensitive to the family/ child needs.

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Strategies to better involve families/caregivers in screening and assessment process

I believe that we need to make sure that families understand how the screening and assessments work. The more parents understand what and how the screening tools work, the better they can support and give more accurate information. Encourage the families that they are part of their child’s educational development. Communicating with the families you are able to learn more about the child and their areas of need. As the decision of moving forward with an evaluation should be decided as a team, a parent’s involvement an important piece of the process.

Differences related to family and caregiver involvement in screening and assessment across culture.

I feel that culture plays a big part in family and caregivers’ involvement in the screening process. A family’s language and belief can determine their participation and involvement during the screening. Many parents work and depend on the caregivers to complete the information needed for their child as they don’t have the time to fully participate in the process. If the caregiver has different beliefs or speak a different language from the family, this can determine a different outcome when completing the screening forms. I have also witness, where a mother and father have two different opinions on how their child is developing. Being aware that this is a possibility and using all data can help when considering moving forward with an evaluation.

Strategies to effectively share developmental screening process and information with a variety of families and caregivers

Building a relationship with the families that you are working with is key. Helping them to understand that the information that you are sharing with them is to help with strategies for their child’s development. Using resources such as websites, books, articles, and developmental flyers can continue to educate the family on milestones and developmental goals their child should be reaching, Creating the space for families to ask questions and not feel that they are to blame builds a relationship for open communication. This will make the screening process somewhat easier as you can refer back to the developmental milestones strategies as you are sharing screening scores and moving through the process.

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1. I think that it would be helpful to educate families and caregivers about what is going to happen during the developmental screening process. The service provider that is making the recommendation for additional assessment should allow the family to ask whatever questions they need answered. It is also important for families to understand what resources are available to them so that they can educate themselves. When parents feel included in the assessment process, this helps them to continue to support their child throughout other services by working collaboratively with the service providers (Crais et al., 2006).
2.  In some collectivist cultures, values are centered around what is helpful for the entire family (Acar et al., 2021). Because of this, families will have different views on what is the best way to support their child with a disability. Roles and responsibilities of the caregivers might also be different depending on the culture. For example, it might be more common for the mother to take a primary role in caring for the child with disabilities (Acar et al., 2021).
3. I think that it is important to keep the family involved in the process the entire time. Everyone on the team, including the family members should create a plan or a schedule for what is going to happen. This way, they do not feel as if they are receiving any information that is a complete surprise. I also think that they should understand each family's cultural values which could help the service providers to share the information in the most helpful way possible.

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-One of the most important strategies that I would suggest to better involve families and caregivers in screening and assessment processes would be to start by building a positive relationship with them. I think the foundation of the partnership sets the tone. Families and caregivers are more likely to trust you and work with you, if they know your intentions are good. When families are familiar with you, it makes them feel more comfortable working with you, even in difficult times.

-I am noticing that a lot of other countries view screenings and assessments as a medical to-do. In the US, educators play a huge role in assessments and screenings.

Different cultural beliefs play a role in this process as well. Some cultures are very private and not willing to openly share specific information and details. Other cultures don’t have the background knowledge or know where to start to feel confident enough to participate or voice concerns and share observations.

-I think the best way to effectively share developmental screening processes and information with families and caregivers is to do so in a way that it does not overwhelm them. It is good to have open dialogue, clear communication, and exhibit grace. I think we must be honest but also highlight some positive things too. We can provide informative handouts and share frequently asked questions in the beginning of the process, so they have background knowledge right from the start. We can also give the families and caregivers the opportunity to express the best ways in which they like to receive information and cater to their needs and preferences that way. We can present the information without jargon and/or personal bias, and we can check for understanding regularly as we navigate through the different components. I think a key strategy would be to help the family understand that while the process/information may be long and/or difficult, we are in this together and the team is working in the best interest of the child.

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1. One strategy to better involve families would be to educate families from the onset of the process. Giving the family the background information regarding the assessment and an estimated timeline for how long the process may take. In providing the family with this information, the family will have the opportunity to ask any questions they may have.

2. Some differences that might be seen across cultures regarding family and caregiver involvement could be trust. In some cultures, families put their full trust that screenings and assessments will help their child be their best self. However, in other cultures screening and assessments of any sort may be negatively stigmatized. In research from Acar et al. (2021), in Asian culture families valued unity, cohesion, and avoidance of shame and “losing face” that could have influenced the family’s view on screening/assessments towards a child’s disability.

3. The best strategy would be to create a trusting relationship with family. While in person meetings can be difficult- planning well in advance would provide the family and team members plenty of time to schedule a meeting. In the meantime, families can receive any information in their language of choice to review the screening process and to think of any questions or clarifications they would need. In doing so, the families and team members can use their meeting efficiently so everyone feels confident that the necessary information shared and the next steps are agreed upon by all parties present.

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1. Strategies to better involve families/caregivers in screening and assessment process

For families/caregivers to be better involved in the screening and assessment process, we should begin with establishing relationships with them built on trust, open communication, and mutual respect.  We should invest in educating parents and caregivers by keeping them informed not only on general information and choices but a deeper understanding of the benefits to the child and the rights of parents.  Their knowledge will empower them to contribute and collaborate. There should be an active collaboration with a team of professionals including parents and caregivers who should be involved from the beginning and throughout the process.  Parents’ and caregivers’ involvement should include providing valuable information about the child.

2. Differences related to family and caregiver involvement in screening and assessment across cultures.

Different cultures vary in their perception of caregivers’ roles, acceptance of developmental progress, and social stigma to assessment and early intervention. Having open, bi-directional communication will help understand cultural differences and how to approach such differences in a positive way.

3. Strategies to effectively share developmental screening process and information with a variety of families and caregivers

We should, as much as possible, work around the schedule of families and caregivers.  Giving them several options for sharing the information like paper or electronic copies and providing translations, if needed, will improve their access. We should invest in technology to accommodate their schedule like virtual meetings if in-person meetings would be a challenge for them.  Having translators so the parents can better understand and communicate any questions or concerns are important considerations as well.

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1)Making sure that families are educated about the assessment practices that will be employed.  Ensure that families are included throughout the process.  Provide answers to questions that families may have.  Validate families, by acknowledging that they are experts concerning their children.  Families must be able to contribute information within the screening and assessment process.  One of the simplest forms that this can be accomplished is through checklist/questionnaires.

2) Some cultures may have extended family that are more involved than other cultures.  Grandparents, Aunts, Uncles, and Cousins may reside with the family and may want to be included in the screening/assessment process.  Some of the extended family that are a part of the household, may have questions about the validity and necessity of the screening assessment process.    They may feel that this process is not necessary, and that the child may grow out of it, without the need for screening and assessment.

3) Provide information (i.e., websites, handouts, etc.) that is disseminated in the families’ home language (including ASL).  Allow families to have access to an interpreter to orally share the developmental screening process information.  Some families may not be able to read and having access to information in a verbal approach rather than a printed approach may allow all families to access the information.

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1. A better way of involving families and caregivers is to engage them from the beginning.  It could be part of the center's or school's developmental procedure for the students to have parents be educated about the steps of screening a child and why it is essential. Letting parents know their input is vital to this process and shows they are valued. I think that if parents are respected and feel they are a vital part of their child's education, they will participate in the screening. Educating the parent at the beginning of the year about what their child is expected to be able to do by the end of the year; empowers the parent which knowledge and clarity.  Changing the schedule to meet the family's needs so they can be involved can help encourage parent participation.
2. Some cultural differences may be that the fathers are the income providers and may not be able to be involved in the education process.  Religious, cultural, and racial differences might factor in the family's and caregiver's involvement in the assessment process. I also think the economic factors and parents' education might significantly influence their involvement.  A parent who sometimes feels inferior may be reluctant to be involved in their child's assessment process, especially if there are language barriers.
3. An effective process of sharing the developmental screening process is to have it as a part of parent information in the beginning.  Maybe the screener or the teacher at the parent meeting can explain the process to the parent.  That will be an essential time to explain how significant the parent's involvement will be in the process.  It is also a time to see how the parent can be a part of the process and the least amount of stress to the parent.

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1. I believe that parents will be more comfortable and engaged in screening and assessment when they understand what it’s for and how it works. This may come along with more exposure and awareness. As an educator, one strategy that I would recommend will be to start from the preschools. I strongly feel that preschools can do so much more in helping to create an awareness among parents about screening and assessments. Screening tools, list of signs and early detection videos can be shared with parents through parental talks or weekly posts on the school portal. Support groups can be created for parents with children who have been highlighted as 'at risk' or even diagnosed with learning disabilities.

2. Culture plays a crucial role in ethnic societies. Being an multicultural society, families in Singapore may have varying involvement in screening and assessments depending on their beliefs. Times are changing from when mothers were seen as the primary caregivers of children. Now in Singapore, majority of mothers across different cultures are full time working moms. Thus, the cultures and beliefs of caregivers like grandparents and extended family members may also affect the involvement especially if the children are from mixed race families.

3. I believe that trust, rapport building and open communication is the way to go. Only when there is good trust, rapport and communication between parents and teachers, sharing of developmental processes and information can be shared confidently and comfortably. Parents need to have the assurance that that there are no judgements here and teachers are only looking out for the best of the child. Schools and teachers must also ensure to provide ample support and time while guiding parents through this new experience of sharing about developmental screenings/concerns. Teachers must also be well trained to handle situations like this tactfully as this may be very sensitive or for some families.

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I would suggest educating families about the importance of developmental screenings and assessments and also assisting them in the process.  I think families should be involved in the process and educated further along the way instead of handing questionnaires off to them to complete.  Families may be hesitant to admit they are in need of assistance so letting them know that you as the practitioner will be collaborating with them through the entire process may be helpful.

Differences related to family and caregiver involvement in screenings and assessments across cultures will depend on family values, beliefs and customs.  It will also depend on support for identification of risk and who will be conducting the screenings and assessments and the locality of where the screenings and assessments will take place.

A strategy I would suggest to effectively share developmental screening processes and information with a variety of families and caregivers, would be to ensure that you as a provider are connecting with families and building warm trusting relationships with them. I think you should remind and inform the parent that they are the expert on their child and that you understand that they know them best. There should be open communication and families should be reminded that they are a partner in the process and a vital part of the team. When you gain your families trust, they are more likely to be receptive of your recommendations and further referral if needed.

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To better involve families and caregivers during the screening and assessment process, I would first discuss the family and caregiver's concerns. My role as a service coordinator is to gather information from the family about the pediatrician's concerns if any.  After discussing their concerns, I would discuss what screenings can be completed in order to provide the team with more information. The screenings or assessments can be completed with the parent's or caregiver's consent. Once the screening or assessment is completed, the parents or caregivers should get a good review of the results and what they mean so that next steps can be addressed.

There is definitely a stigma regarding special education services and labels. In some countries, a child or person diagnosed with a disability is looked down on as well, as the family. The parents may often wonder what they did so wrong to have a child with a disability. In a case where a parent or caregiver may be ousted for having a special needs child, the family may keep the child from the public and may not want to get the child services.
It takes having a bond with the family, coaching on child development milestones, and educating the family on the positive outcomes for children that received early intervention services within the child's first 5 years.
Building the bond with the family and/or caregivers will help drive the screening and evaluation process, You wouldn't want to meet a child and after an hour discuss your own concerns with the child's development. It takes time.

Sharing information with parents and/or caregivers on screening or assessment results takes a balance between professionalism and being considerate of the family's feelings.
It's best to provide the strengths of the child before sharing any assessment results.
To effectively share information with the family, keep wording simple to understand and explain the results while providing additional information about what exactly the results mean without using jargon.
Providing visuals can also support a family in understanding the results.
Always provide time for the family and/or caregiver to think about and review the results so that they can ask questions if needed.

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1. A strategy that I feel will best support families during the screening and assessment process is educating the families on the screening that is needed, the why, and what to expect during the process. When people are in the know, they are more willing to participate and sharing additional information.  This will assist families in following up and participating on their child's journey. Also this will support families in feeling included and involved in all decisions.
2. Differences that you may see across cultures when it comes to screenings and assessments include  family background, values, languages, and culture. These elements highly affect family the amount of participation that you will see during assessment processes. Moms are seen as the primary caregiver that you normally communicate, but what I have found is that when you communicate with present dads is that it increases family participation and the information that they are willing to share.
3. Building a rapport with families through education and communication supports families in feeling welcomed, supported and included. I have found that my families are present and share more about family background when they feel mutual respect and a sense of belonging.

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With such a focus on collaboration with family members in early intervention and early childhood education, collaboration should also be prioritized during the screening process as well. For most families, this is an unfamiliar process with many new terms, requirements, rights, and entities to become familiar with. Providers should walk through this process with families, rather than leading them through it. Decisions should be made collectively rather than families being told what will happen.

Providers need to be aware of and sensitive to how different cultures view disability and how caregivers view themselves relative to educators and providers. Both of these perspectives will influence how families and caregivers engage in the screening and assessment process. Some may be fearful of the process, withdrawn, or even resistant to the process, depending on how their culture views disability.

A provider may acknowledge their own cultural background and point out how it may differ from that of the family they are working with. By doing so, you can open the conversation of learning what priorities, expectations, routines and norms a family has that may be different from one’s own.

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As others have said, I think that to better involve families, we must first help families understand the purpose and process of assessment and then intentionally and planfully include them in assessment, planning, and implementation. Providing assessment in locations and, as is reasonable, at times that allows family participation is critical to promoting family involvement. Crais, et al. (2006) note that consistent incorporation of families into these practices requires time and expertise from providers; therefore, to promote family involvement across settings and providers, a systemic commitment will be required.

Family structure, background, and culture impact participation in assessment and intervention, including a family's willingness to participate in assessment and receive intervention. Additionally, expectations regarding who assumes primary responsibility for child-related duties, including intervention activities, varies across cultures.

Finally, to more effectively share developmental screening processes and information with a variety of families and caregivers, I think that we must vary our communications. Conducting regular screenings and communicating these procedures with families helps them understand what to expect. Including families into the assessment process, whether through completion of a questionnaire, interview, or follow-up conversation, allows families to better understand the process and findings as well as share their experiences and perceptions of their child. When screenings have been completed, sharing the findings in parent-teacher conferences in person or virtually and through review of written findings allows all parties involved to share in the processes and the subsequent planning.

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1.       One strategy I would suggest to better involve families and caregivers in screenings would be to educate them more on the process of the screening and what information will be gained from the screening results. I believe the more informed families and caregivers are, the better their understanding is, and a better relationship is thus formed between them and the school personnel. I also think parent surveys should be apart of screenings as well because those can provide important information about what the parents have concerns about and how the child acts in certain situations at home.

2.       Family and caregiver involvement in screenings and assessments across cultures because the values, beliefs, and views on screening and assessments will different. Depending on how assessments and screenings are viewed will greatly impact the importance placed on getting a child screened. Also, personal past experiences weigh heavily on involvement as well.

3.       In order to share developmental screening processes and information with a variety of families and caregivers, we must first begin building a positive relationship with them. I have found in my own experiences that the more welcome and heard the families and caregivers feel, the more open they are to hearing the teacher’s thoughts and suggestions.

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1) A strategy I suggest to better involve families and caregivers in screening and assessment processes  is educating all families before they need the services. Making it a standard piece of information to share with all families as a proactive choice rather than a reactive decision could supporting everyone in obtaining the knowledge needed about it. If it is a proactive choice, families already have some kind of understanding of what will happen should their child need those services.

2) Some differences you might see related to family and caregiver involvement in screening and assessments across cultures are roles of caregivers in a child's life and negative/positive perspectives of development.  Some cultures see the mother as the sole caregiver and development concerns can reflect "poor" parenting. Compared to families who work together with caregiving and development concerns would be a collective reflection. Some cultures are also very hesitant with starting this process due to their denials of the needs of child.

3)Strategies I suggest to effectively share developmental screening processes and information with a variety of families and caregivers could include building open, honest, and trusting relationship with families to be willing to work with you during a process that sometimes feels scary and uncertain with families. Another strategy is to provide all families with pamphlets, websites, and introductory videos to educate all families with this information and emphasize the benefits for early intervention.

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1.      I believe that the first step to better engage families and caregivers in screening and assessment processes is to build a good rapport and explain the importance of their role in it. Families should be informed of the purpose of the assessment as well as the processes involved (e.g. the different assessment tools used, the duration of the assessment, etc.) at the beginning so that they will be more at ease as it can be a scary process for families.

2.      Every family brings specific values, beliefs and assumptions about child development. Although most cultures have mothers as the primary caregiver of a child, their cultural beliefs impact their willingness to get their child screened or assessed due to social stigma or the perception that their child’s “weaknesses” might reflect on their parenting skills.

3.      I believe that the focus is on building a good rapport with each family at the beginning so that they are more open to sharing about their child’s development and concerns. It is important to give families and caregivers the opportunity to talk about their child and ask questions so that they have a better understanding of the processes. Reassure them with the goals of the assessment, provide them with the appropriate resources on the “next steps” to support their child and have ongoing feedback to guide the families through the process as it could be overwhelming and daunting for them.

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Information is a key tool to better involve parents and caregivers. Hence, it may help when there is more information shared about the screening processes. For example, a video that shows the screening process or a website where parents can access to developmental tool and complete pre-assessment before the visits. This would give families a better idea of what to expect and also understand the need of their involvement.

Singapore, there is still a stigma of being ‘labeled’ and the idea of developmental screening can be daunting for some families. At the same time, there are families who are more forthcoming and would request for screening, to move to intervention. I think this is factual across all cultures. With continuous information about screening and assessment it is safe to say that there will be increased family and caregiver involvement.

Educators play a more integral part in building partnerships with parents. Schools can be involved to send reminders/information flyers for parents to attend screening and assessment processes. At the same time, have workshop or talks to help parents with understand the screening tool better. Educators can be given access to the health booklet in Singapore and copies of the assessment tool used in US can be made available in preschools.

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1. In involving families and caregivers through the process of screening and assessment would give them a sense of what to expect as well as increase their awareness of the process. Families can also be given the choice to assist in identification of strategies used in assessment, decide how goals can be attained, and determine the following steps in the process.

2. The differences observed related to family and caregiver involvement in screening and assessments across cultures include the varying views of caregiving roles and responsibilities. In some cultures, mothers are viewed as the primary caregivers and are expected to shoulder the responsibility of nurturing children and communicating with professionals if their child has any developmental disabilities.

3. To effectively share developmental screening processes and information with families and caregivers, it would be ideal to establish good communication regularly with families in discussing about children's learning and behaviours in school. Once a steady relationship has been established, parents and caregivers will be more willing to listen to details about developmental screening processes as they are assured the teachers and school have their child's best interest at heart. As this could be a new experience for families and caregivers, it is important to support families through the process by being present and approachable.

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Stephenie P - Family Engagement Discussion

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Stephenie P - Family Engagement Discussion

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1. I think to better involve families and caregivers we need to first make sure everything is accessible for all families.  That means, in multiple languages, given verbally or written depending on family preference, and in settings that are most easy for families.All of these things would vary depending on the family and their needs and preferences.  Families should be explained the importance of these screening tools and assessment process and how it is never a “got you” thing.  It is always a method to best support the child/family.  Families need support learning the full process, including the timeline/methods for screenings and the full assessment process.  Most importantly I think it’s important that families know that they are a part of the team and everyone is working together to best support the child (whatever path that may be).  Building trust between families and providers is HUGE.

2. Different cultures have different ideas/customs of family support and involvement.  Different cultures may have different ideas of the mother’s role vs. the father’s role in school/screening/assessment/health care processes.  Different cultures may have different perspectives on development especially when it comes to independence. Different cultures also have different ideas of daily routines and schedules.

3. Although I think that virtual meetings have been super helpful in adding more opportunities to work with families, I think initial developmental screenings and assessment information need to be shared in person in the families primary language.  They need to be scheduled with plenty of time for families to get accurate information, ask questions and express any concerns; no one wants to feel rushed when trying to handle important and possibly new information.  Families should be provided copies of information about developmental screenings, directions of what is going to happen, timelines, and actual results in writing prior to meetings if possible and again during meetings so families can have opportunities to preview and review again later.  Families should be able to contact team members when they have concerns.  My student’s families come to me after the screening and evaluation processes.  I try to build trust with the families so they know that we are playing on the same team and I am willing to do anything that is needed to support their child AND their family through all these changes and new information.  It can be a scary process for families.

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1. I think families often may not understand screening and assessment processes.  Even as a special education provider myself who knows a lot of the ins and outs of the system, I am learning it can be a different ball game when playing the role of a parent.  Clear information about what is happening and a timeline of what will happen during the process will help families feel comfortable enough to engage in the process.  I also feel like often families are not regularly in communication with the team until it comes time for the team to input data from the family (parent’s concerns, parent’s goals, social developmental history, etc.).  Including the families from the beginning of each process and providing support throughout the process is key.

2. Culture impacts a person's view on many things, but I especially find this true when focusing on education, child development expectations, and working with agencies (many of which in this context are government based).  A parent or caregiver’s own experiences with school or educational systems may greatly impact how willing they are to work with the team.  For those who may have had unpleasant experiences themselves, I have noticed a reluctance or hesitation to engage with the system from the parent perspective.  Child development expectations also vary across cultures.  What is seen as a delay in some cultures may very well be viewed as typical in other cultures.  Other differences may include who represents the family on the team.  Some families prefer just the mother or father be involved while other families include extended family members.  Every aspect of the screening and assessment process may be impacted by cultural differences or expectations. I have worked with many types of families and a few different cultures but one thing that is generally the same across the board is that parents love their children and want them to have what they need to be successful. When you approach these topics in a way that shows you also care about the child, it starts the process off on the right foot.

3. The first strategy I suggest is to have already planned a way to share results with families before the process even starts.  I know many programs in the U.S. (i.e NC PreK) have requirements that ensure developmental screenings are completed on those students.  However, I have even been guilty in the past for not sharing screening results with families of students who demonstrated no concerns.  This is something I have improved on in my own practice, but it is something that needs to be considered.  We should also consider the families we work with so that we have appropriate methods for sharing information.  Some families may prefer results be shared via a written report while other families may benefit from one-on-one meetings where results can be shared.  It is important that we share information in the family's home language, using interpreters when needed so that they understand what is being shared with them.

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1. To better involve families and caregivers in screening and assessment processes, I would suggest families and caregivers to research or read up a little on the screening and assessment processes that their child would be going through. A website with the various validated tool for each country could be designed for caregivers to easily access them.

1. There are some differences in relation to family and caregiver involvement across cultures where mothers is the primary caregiver in some culture. Mothers would be the assertive role in the family where in some cultures, the whole family work together. Parents expectations may differ across several cultures as they perceive and hold different beliefs.

1. To effectively share developmental screening processes and information with a variety of families and caregivers, I would suggest a pre-assessment session or the contact of a team member could be given prior to the assessment date. In this way, this team member could brief the families and caregivers in the application of assessment tool and answer some questions from the caregivers. This specific team member could also act as the middleman or provide a common question and answer list for caregivers to refer to.

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1. I believe educating caregivers/families is the most effective way to involve families.  I do think it is important to make the education easy to understand, and to stress the importance of improvement with the support of early intervention services.  Pre-assessment tools, understanding of the process and what it looks for and entails, and an open relationship for discussion all can help build more trust going through this process.
2.  Across cultures, I think some of the things that stand out the most are the level of acceptance for the differences that a child might have, primary caregiver roles, and the understanding of why the support of early intervention might be helpful.  Cultural beliefs (stigma, reflection of parenting skills etc), social stigma and the perception that something might be "wrong" with the child may all effect different cultures and the acceptance of services.
3. I think as many informative and face to face visits as can be had really help to build trust and relationship in a process that can be very scary for a lot of parents.  Being able to communicate in the family's primary language, as well as an understanding of cultural norms are important in building the relationship with families. An open, non-threatening, non-judgmental communication with team members can go a long way in enhancing how services are accepted. I believe having families not only understand, but also truly believe, that you are on their side, looking out for the best interests of their child and their family, all while making it very clear that this is THEIR child and family, can feel empowering for families, thus making it more likely they will be more actively accepting and involved.

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Strategies to better involve caregivers in screening and assessment procedures include inviting families to participate in pre-assessment planning with the professionals, asking families about their perspectives of previous assessment tools and experiences, including families in the assessment by having them record their own observations, and providing the opportunity to families to review the report and suggest changes.

There may be differences observed related to family and caregiver involvement in screening and assessment across cultures, especially comparing individualistic to collectivist cultures. In some cultures, family members may be more concerned about the possibility of social stigma or prejudice against their child if they are found to have a developmental disability, which may lead to a delayed screening or entry into school. Also, in collectivist cultures, the needs of the family are prioritized above any one individual, which could affect efforts to access services or resources for the child.

To effectively share developmental screening processes and information with a variety of families and caregivers, I suggest first focusing on building a trusting and respectful relationship with each family. Engage in frequent, formal and informal, bi-directional communication to help families understand that you want to know and best support their child. Be culturally sensitive to families’ beliefs and preferences about their child’s care and education. Finally, ask for their ongoing feedback, even involving them in your program’s assessment processes when appropriate.