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Early intervention (EI) providers commonly report inadequate training in providing effective culturally responsive services to families of marginalized backgrounds. This directly impacts the quality of experiences that marginalized families have in EI programs, who report disproportionate access to and experiences in EI. Professional development (PD) in cultural responsiveness can support EI providers’ ability to build effective partnerships with marginalized families in EI, but evidence for effective PD on cultural responsiveness is mixed. This study used a two-phase mixed methods design to develop a PD program on cultural responsiveness for EI providers and evaluate its feasibility. There were three aims: 1) to evaluate the anticipated social validity of a developing PD program on cultural responsiveness for EI providers and develop the program based on the stakeholder’s feedback; 2) to evaluate the effects of a PD program on EI providers’ knowledge and understanding of cultural responsiveness; and 3) to evaluate the acceptability of a PD program on cultural responsiveness for EI providers retrospectively. During the first phase, 14 EI professionals participated in focus groups to provide their input related to the goals, procedures, and outcomes of the proposed PD program. Focus group data were transcribed and analyzed via thematic and micro-interlocutor analytic methods. The findings were implemented into the development of the PD program, which was then pilot tested with a cohort of 7 EI providers during the second phase. Participants engaged in a nine-week online PD program, titled Equity First, that included weekly interactive webinars and reflection and discussion activities. Changes in EI providers’ knowledge of cultural responsiveness were measured by completion of concept maps and knowledge checks, two researcher-developed measures, at pre- and post-test. Changes in EI providers’ attitudes toward cultural responsiveness was measured by the Awareness, Skills, Knowledge- General scale, a questionnaire developed to measure the cultural competence of the general public. Concept map total scores, knowledge check total scores, and ASK-G scores were analyzed using a two-tailed paired-samples t test. Paragraph descriptions of concept maps were analyzed using thematic analysis. EI providers also completed a social validity survey at post-test, which included items rated on a Likert-type scale and open-ended response items. Results of the focus groups conducted in the first phase fell into two themes: Suggestions for the Training Program and Validation of the Training Program. Quantitative concept map data were positive but not statistically significant (p = .084, df = 6). Qualitative analysis of concept map paragraph descriptions indicated that participants gained new and more specific knowledge about information covered in the PD program. Knowledge check results were statistically significant (p = .042; df = 6), indicating an increase in knowledge on PD program content from pre- to post-test. ASK-G results were statistically significant (p = .007; df = 6), indicating an increase in positive attitudes towards cultural responsiveness from pre- to post-test. Social validity survey results were generally positive, with some comments made to refine the content and activities of the PD program. An evaluation of results across data sources indicate practicality and acceptability of the PD program, with promising evidence for the effectiveness of the program. Future investigations are required to refine the recruitment capability, acceptability of program procedures, and outcome measures to enhance feasibility and future large-scale implementation. PD programs on cultural responsiveness may be an effective means for supporting EI providers to respond to the unique characteristics and needs of marginalized families whom they encounter through EI services.
