You know the feeling…wishing you could speak the family’s language so you can build that strong relationship that’s so important in early intervention (EI). It can be challenging to coach a family when you have a language barrier, but a good interpreter can help you overcome that challenge. I recently met a new colleague with a background in language interpretation who told me that a sign of a good interpreter is when he/she is “invisible.” This really made an impression on me because when you think about it, the interpreter offers a bridge for communication and in his/her role, is invisible as an outside contributor to the interaction. The interpreter should be sure that the people on either side of the bridge fully understand each other without adding extraneous information or taking over the interaction. Understandably, that must be hard for the interpreter, but remaining that invisible bridge is important so that he/she doesn’t actually end up being a roadblock in the relationship-building between the family and the interventionist.

VIDEO: Collaborating with Language Interpreters – Information for Home Visitors

Take 5 minutes and watch this video:

One of my favorite phrases from this video is: Add nothing, omit nothing, change nothing. I like this phrase because I think this is what early interventionists want. We want to know exactly what the parent said and we want the parent to know exactly what we said. Yes, the actual words interpreted may change to ensure the meaning is conveyed, but that’s okay. It is when information is added, omitted, or changed that the relationship is affected. Here are some of the other key take-aways from the video that can have a positive effect on building the interventionist-parent relationship:

Speak with the interpreter before the visit – Get to know each other and explain what will happen on the visit. Review the purpose of the meeting and roles during the meeting. Share any guidelines from your program for how to work together.

Allow for additional time – Be patient and plan ahead so you have enough time for the extra communication involved.

Sit in a triangle – You should face the parent, and the interpreter should sit so he/she can see and speak with both you and the parent.

Always look at and speak directly to the parent – This is often the hardest one for interventionists. It can feel a bit awkward, but you should be sure to look at the parent when you speak to him/her. Remember the invisible bridge. If you speak and look directly at the interpreter, he/she is no longer invisible.

Keep it short and remember to pause – This one is also hard because shortening your sentences and remembering to pause may not be how you normally talk. It can take some getting used to and requires a mindful approach to communication, but makes it easier for the interpreter to accurately share everything you say.

Collaborating with the interpreter as an invisible bridge takes its own relationship-building, between you and the interpreter. Once that relationship is established, you will have a wonderful resource and partner who is essential in helping you help families.

What strategies do you use to build relationships with families when collaborating with a language interpreter? 

What are your thoughts on the idea of the interpreter being an invisible bridge?

Share your comments below!

For information you can share with interpreters, visit the VEIPD Cultural Competence topic page and look under the Handouts/Documents tab for links to Resources for Interpreters Working in Early Intervention (EITP, University of Illinois).

The post An Invisible Bridge – Collaborating with Language Interpreters appeared first on Early Intervention Strategies for Success.

Today, we completed our two-part Talks on Tuesdays webinar series entitled “Beyond Cultural Competence: How to Effectively Work with ALL Families.” This webinar series introduced what may be a new concept to early intervention practitioners. This concept, cultural humility, helps us think more deeply about culture and involves a sense of understanding that we do not and cannot know all that there is to know about any culture. While we may think we are culturally competent, the reality is that we can never truly be fully competent about any culture. There are too many other, unique influences in any one person’s life to assume that he or she will behave or think a certain way because of cultural identity. Our presenter, Barbara Grant, MA, shared a key idea today that summed this up: Treat everyone as if they have their own unique culture. 

If you did not participate in the webinar series, I invite you to watch the archived recordings. You can find both of them on the Talks on Tuesdays 2017 Recordings page (the archive for today’s webinar will be posted soon).  To help you continue this journey, here are some additional resources where you (and your staff) can learn more about cultural humility.

VIDEO: Cultural Humility

For a complete overview of this concept from Dr. Melanie Tervalon and Dr. Jann Murray-Garcia, watch this 30-minute documentary. As you watch, consider the following questions:

1. How does the concept of cultural humility apply to my work with families?
2. What cultural influences are present in my community?
3. What is one thing I will do differently now that I am aware of cultural humility?

SELF-REFLECTION: Promoting Cultural & Linguistic Competency: Self-Assessment Checklist for Personnel Providing Services and Supports In Early Intervention and Early Childhood Settings (PDF, New Window)

A key component of practicing cultural humility is self-reflection. You will hear the doctors in the video discuss its importance. Take time to complete this reflection checklist (PDF, New Window) to examine your own ideas about promoting cultural and linguistic competence.

Once you complete the self-assessment, consider discussing the following questions during a staff meeting or supervision session:

1. What did you identify as strengths for yourself? If you reflect more broadly on your work culture, what does your agency do well?
2. Where could you improve? How would these changes affect your work with families? With your colleagues?

BLOG: True Confessions: Checking My Biases with Family-Centered Practices

Another aspect of practicing cultural humility is raising awareness of your own cultural biases. We all have them, but are not always aware of them. Taking the time to consider what biases might be affecting your relationships with families is the first step. Read this blog post and discuss it with a colleague or at a staff meeting. If want to dig in a little deeper, complete this checklist: Cultural Competence Checklist: Personal Reflection (PDF, New Window). Be sure to answer honestly, not how you think you “should” answer. Be open to learning about yourself as you process your responses with a colleague or your supervisor.

I encourage you to keep this conversation going, either internally or with your colleagues. Practicing cultural humility is an ongoing learning process, one that can be enhanced when we commit to learning and reflecting together.

What is one thing you do to practice cultural humility?

How do you ensure that you are open to learning about families from backgrounds that are different from your own?

For more information and resources related to cultural competence, visit the Cultural Competence topic page on the VA Early Intervention Professional Development Center site.

The post Cultural Humility…What Does It Mean to You? appeared first on Early Intervention Strategies for Success.

In Part 1 of this series, we met Phoebe, a service coordinator, and Wyatt’s family. Wyatt had just been referred to early intervention, and his family was eager to begin services but feeling overwhelmed by the process and their son’s new diagnosis of cerebral palsy. We began the discussion about the DEC Recommended Practices (2014) under the Family strand, illustrating how Phoebe used them when supporting Wyatt’s family from intake through service delivery. Take a moment now and review the Part 1 blog post to catch up.

Now, let’s consider how Phoebe and Noelle, the physical therapist, implemented the last five family practices.

DEC Recommended Practices: Family (continued)

F5. Practitioners support family functioning, promote family confidence and competence, and strengthen family-child relationships by acting in ways that recognize and build on family strengths and capacities.

When Phoebe joined a visit, she was happy to see Noelle coaching Wyatt’s mother in how to help Wyatt learn to support himself in sitting. Wyatt’s older sister was keeping Wyatt entertained by holding his favorite musical toy in front of him and singing songs. Wyatt was smiling and working hard to keep his head in mid-line so he could see his sister. Wyatt’s sister loved helping him learn and was his greatest cheerleader. One of his family’s biggest goals was helping Wyatt learn to sit so that he could more easily participate in playtime, bath time, and meals which were social, fun times for the family.

F6. Practitioners engage the family in opportunities that support and strengthen parenting knowledge and skills and parenting competence and confidence in ways that are flexible, individualized, and tailored to the family’s preferences.

Two weeks later, Wyatt’s mother called Phoebe, asking for ideas on how to help Wyatt participate in the local baby gym program. She’d taken Wyatt to a free class but was disheartened that he struggled with many activities. Phoebe suggested that they hold an IFSP review meeting to revisit Wyatt’s outcomes and goals and discuss how to help him at the baby gym. Phoebe called Noelle to update her and schedule the meeting in the early evening so that Wyatt’s father can attend, as he also wanted  to take Wyatt to weekend classes. During the meeting, the baby gym is added as a location for physical therapy and goals are reviewed. After the IFSP review was completed, Noelle discussed the activities at the baby gym class with Wyatt’s parents and they came up with several ideas to help Wyatt have fun.

F7. Practitioners work with the family to identify, access, and use formal and informal resources and supports to achieve family-identified outcomes or goals.

Noelle attended the next two baby gym classes to help Wyatt’s family access and use the play equipment. She helped Wyatt’s parents and the baby gym instructor problem-solve how to encourage Wyatt’s motor development while he played and interacted with the other children. He especially enjoyed playing with the parachute and popping bubbles, but needed assistance sitting upright during these activities. Wyatt’s parents used the strategies they practiced at home to help him with sitting, and determined that the bolsters at the gym could provide him with support when sitting or lying on his tummy. After these visits, Wyatt’s parents felt much more comfortable in the class. 

F8. Practitioners provide the family of a young child who has or is at risk for developmental delay/disability, and who is a dual language learner, with information about the benefits of learning in multiple languages for the child’s growth and development.

One day, Wyatt’s mother called Phoebe to tell her that she would begin working full-time soon. Her mother would be providing childcare and primarily spoke Spanish when at home, though she was bilingual. Wyatt’s mother was concerned that hearing both languages would interfere with his language development. Phoebe discussed the benefits of Wyatt learning a second language, and offered to email his mother information about encouraging Wyatt’s learning of both languages. She assured Wyatt’s mother that Noelle would continue to monitor all areas of Wyatt’s development too. Phoebe called Noelle to fill her in, and services began alternating between the grandmother’s home and periodic visits in the early evening with Wyatt’s parents.

F9. Practitioners help families know and understand their rights.

When it was time for Wyatt’s annual IFSP review, Phoebe reviewed the family rights and procedural safeguards again to ensure that Wyatt’s parents were aware of their rights.  She offered a document explaining these rights, and completed documentation of the discussion.  By then, Wyatt’s parents were very familiar with this information, as Phoebe had discussed rights often throughout the past year, especially at IFSP reviews. 

F10. Practitioners inform families about leadership and advocacy skill-building opportunities and encourage those who are interested to participate.

Phoebe has been pleased to see how Wyatt’s family has grown from being overwhelmed with the process to feeling confident in their role on the IFSP team. This growth led her to ask Wyatt’s mother if she would be interested in being a resource to new families as they enter the program. Wyatt’s mother happily agreed. When an opportunity to serve on a local board that oversees community services for children with disabilities became available, Phoebe also asked Wyatt’s family about their interest, and his father decided to volunteer. Where they were once eager to get services started, Wyatt’s parents are now eager to help other families and participate in community activities that build strong supports for their son and other children.

As you’ve just read, the DEC Family Practices can be used as a guide for supporting families throughout the EI process. These practices help service coordinators and service providers build family confidence and competence from the first contacts throughout service delivery.  What we do in early intervention matters…but it is HOW we do it, how we support families, that really makes the difference.

Be sure to check out these Family Practice Guides for Practitioners from the ECTA Center:

Family Capacity Building in Early Childhood Intervention (PDF, New Window)

Supporting Family Member Informed Decision Making (PDF, New Window)

Now, pick one practice guide and forward it on to your colleagues/staff.

How have YOU implemented these practices today? 

To read more about how to implement other DEC Recommended Practices, be sure to check out the rest of this series by searching for “DEC Recommended Practices” using the search feature at the top of the page.

The post DEC Recommended Practices: Family (Part 2) appeared first on Early Intervention Strategies for Success.

Miguel is 19 months old and lives with a large family that includes his parents, three older siblings, an aunt, and his grandparents. He qualified for early intervention due to delays in gross motor development and low muscle tone. He’s also showing some slight delays in his expressive communication. During his assessment and subsequent intervention visits, you notice that Miguel’s family often carries him around or keeps him in a pack-n-play during the day. His family is also very skilled at meeting his needs, so much so that he barely has to vocalize to get what he wants. The more you get to know the family, the more you wonder…does Miguel truly have developmental delays or are his developmental differences due to how he is cared for?

What’s Causing Miguel’s Delays?

Wondering why Miguel is showing delays is a normal part of the detective work we do as early interventionists. We believe that when we can find an environmental factor, then maybe we can help the family make changes to eliminate it. Sometimes this is true, such as when a child is in an under-stimulating child care environment and we can help the family find a better option. Other times, though, the factors in the environment are grounded in family values and cultural beliefs that are much harder to change. We have to question whether or not it is even appropriate to try to change family values or beliefs? Is that our place?

Cultural Differences in Child Rearing & Independence

Based on their cultural beliefs, Miguel’s family defines their role in his child rearing as taking complete care of him and ensuring his safety. Miguel is included in all family activities and is well-cared for and very well-loved. The female caregivers in his life (mom, aunt, sisters, grandmother) all share the responsibility of caring for him, carrying him around, and meeting his needs. They use the pack-n-play to keep Miguel safe from all of the traffic in the home, fearing that he would be stepped on if left on the floor to play since he can’t move out of the way yet. Developing Miguel’s independence is not a priority for them as, in their culture, he is considered a baby for the first few years of his life. This is different from our typical American view of infancy and early milestones. This difference doesn’t make their cultural view wrong. It does complicate matters, though, since our assessments and intervention processes don’t often adequately consider cultural differences.

Does It Matter?

You might be thinking “does the cause really matter?” and I’d say that yes, it does. Perhaps a more important question to ask is what Miguel’s parents think. Asking them when children are expected to walk and talk in their culture can give you an important clue. If they say that they think Miguel should be walking and talking by now, then the door is open to discuss intervention. If they say no, then talk about their interest in early intervention. It’s fine to talk about what we expect developmentally in typical American culture so that they understand why we are concerned (our perspective) and have information on which to base their decision. It’s important to have this discussion, though, with respect for their cultural values and beliefs.

If you were Miguel’s service provider, how would you support his family? Would you address your observations? How would you provide intervention suggestions that were sensitive to his family’s cultural beliefs? 

Does it matter that his delays might be related to his caregiving and culture? Why or why not?

For more information about cultural competence, visit the VA Early Intervention Professional Development Center’s Cultural Competence topic page and the Cultural Competence (PDF, New Window) resource landing pad.

The post Are Cultural Differences Truly Developmental Delays? appeared first on Early Intervention Strategies for Success.

At the initial IFSP meeting, Amada’s parents listen quietly as the other team members discuss their daughter’s development with them. Amada’s parents have been relatively quiet during the IFSP meeting, offering little input so far. They agree with any suggestions that other team members have. When asked about what goals they have for their daughter, they hesitate. Amada’s father then looks at the service coordinator and says “We don’t know. You’re the experts. You tell us.”

What should the service coordinator (SC) say? What would you do?

What Might the Father’s Demand Really Mean?

While it is important to respect the father’s request, and it can be very tempting to do just what he asks, it is equally if not more important to pay attention to what his demand may really be communicating.

“I feel insecure or upset about what is happening.” – We often worry that the initial IFSP meeting can be overwhelming for families. A parent who demands that the team make decisions could be shutting down from what is a painful experience.

“In my culture, you are important and out of respect, I need to agree with you and do what you say.” – Cultural values about people in what can be seen as important positions, such as teachers and doctors, can affect a parent’s interactions and feelings about how to participate.

“I really don’t know what my child should be doing next.” – It can be hard for a parent to communicate this insecurity to a group of professionals. For some, the “you’re the expert, you tell me” demand might be a way to “save face.” Or, it can be an honest sentiment from a parent who really doesn’t know what to suggest and needs your support.

How Should You Respond?

If you are on the receiving end of this demand, it can be challenging to know how to respond. When I’ve been the receiver, I remember feeling like I’d been put on the spot. The demand conflicted with what I believed about the parent’s role in developing the IFSP, which was that the parent should be an active contributor to a meaningful, individualized plan. However, I knew that my “should” did not necessarily match how the parent felt or what the parent thought his or her role was in the process. I had to remember what Brorson (2005) (PDF, New Window) said – that early intervention is a culture that families have to learn how to be a part of. The professionals have to help families understand their roles and how to interact within that culture.

Rather than taking the easy route and writing the outcomes for Amada, here are a few suggestions for what the service coordinator or other team members might do next to support her parents:

Review the information gathered from the parents about their priorities for Amada – Revisit their priorities and explain how what was learned about Amada’s development relates to those priorities. For example, if Amada’s parents said they wanted her to walk so that she could move around the house to play with her older brother, and during the assessment it was determined that she had low muscle tone, the SC or provider might explain how these relate. From this discussion, the long-term outcome for mobility could be developed based on having Amada be able to play with her brother.

Ask the question a different way – If asking a question like “What is your long-term goal for Amada?” is too direct (which it probably is for most people), then try something like this: “What would you like to see Amada be able to do here at home?” or “When you think about taking care of Amada, what would make things easier?” Taking a less direct route and using more family-friendly language can also soften the question and make it easier to answer.

Describe a few of the skills or abilities that Amada might learn next – To get the discussion going, the SC or provider might review a few of the next skills for Amada that relate to her everyday activities. For instance, a team member could explain the developmental skills that will precede walking for Amada (such as being able to pull to stand at the sofa to look at a book with her brother). This would be a last resort strategy as the parents are likely to simply agree with whatever is mentioned. Remember that you need to find a way to support parents in understanding how the IFSP outcomes will be most effective when they relate to their daily life, rather than being mainly based on missing skills – so tread carefully with this strategy.

It’s important to remember to support parents in participating in the development of the IFSP development. For many parents, it may be the first time they’ve experienced something like this process. If you keep in mind your role as a support, rather than being “the expert,” you can help families make informed decisions and be active participants in the IFSP process from the beginning. Supporting their comfort with sharing input builds the parent-provider partnership and helps the family understand the key role they will play in their child’s intervention.

What other strategies do you use when faced with the “you’re the expert, you tell me” demand? How would you have handled the situation with Amada’s family?

Reference

Brorson, K. (2005). The culture of a home visit in early intervention. Journal of Early Childhood Research, 3(1), 51-76. (PDF, New Window)

The post The Parent says “You’re the expert. You tell me.” – What Do You Do? appeared first on Early Intervention Strategies for Success.

Today we hosted a fantastic Talks on Tuesdays webinar on culture and cultural competence, presented by Cecily Rodriguez from the VA Dept of Behavioral Health and Developmental Services. The webinar will be archived on our Talks on Tuesdays 1014 page soon if you missed it. Several questions related to working with language interpreters were asked during the webinar, so I thought I’d post some tips. Many of you have had a great deal of experience collaborating with families who speak foreign languages, so I’d love to get your suggestions too.

Here are a few tips from the webinar and from other resources to get us started:

Brief the interpreter on specific terms that will be used that might be unfamiliar to the family – Do this before the actual visit with the family. Words that are part of our early intervention lingo, like eligibility determination, cognition, developmental services, or even Individualized Family Service Plan should be discussed to prepare the interpreter to be able to provide accurate information.

Insist on exact translation – Ask the interpreter to translate exactly what you say and what the parent says. This way you don’t miss something important. This can also help avoid an interpretation that is tainted by the interpreter’s opinions, even when well-intentioned.

Look at the parent speaker, rather than the interpreter – I always found this to be difficult because my natural inclination was to look at the person whose language I could understand. Looking at the parent helps to establish your relationship and shows respect as well.

Avoid asking the interpreter to “tell” the parent something – Instead, talk to the parent as you would any other parent and pause for the interpretation. Starting your conversation with “Tell Mr. Silva…” is not respectful and gets in the way of direct communication.

Never use children as interpreters – Our presenter today emphasized this tip. She said that using children puts them in a very uncomfortable position. Children don’t have the knowledge base or maturity to interpret and may find themselves asking questions or saying things to their elders that are not appropriate in the family’s culture.

Be very careful with electronic translation systems – This was a new tip to me provided in our webinar today. Our presenter shared a powerful example of how an online translator only barely provided the gist of what was said because it couldn’t translate the meaning behind the words. Be very careful using these tools because they aren’t intended to be used for real communication with families.

Rather than asking the parent “Do you understand?,” ask “Is there anything I can explain better?” – I stole this tip from Kim Lephart, a PT in northern VA (one of our guest bloggers!) who shared this tip recently (Thanks Kim!). It’s a great way to reframe how we find out from families if they understood while avoiding embarrassing them if they did not. It also puts the onus on us rather than the family. In the end, it really is our responsibility to ensure that the family understands and can fully participate in the early intervention process.

What other tips do you use when working with interpreters? How do you find well-trained, qualified interpreters in your area?

If you participated in today’s cultural competence webinar, what is another tip that you learned?

For more information about cultural competence, visit the Cultural Competence topic page on our VA Early Intervention Professional Development Center site. Check out the Resource Landing Pad page too for landing pads on Cultural Competence (PDF, New Window) and Dual Language Learners (PDF, New Window)

If you have other good resources you use, please share them in the comments below!

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The educator knocks and Malik’s mother answers the door. They introduce themselves then move out to the backyard where Malik and his sister are playing in the sandbox. The educator sits down and says “So, Mom, is this one of Malik’s favorite things to do?”

Wait…did you notice anything wrong with this picture?

Using Parent’s Proper Names vs. “Mom” – Is this Important?

You might think that this is really no big deal, calling Malik’s mother “mom” instead of using her proper name. Why do we do this? Why do so many professionals settle on “mom” or “dad” during the EI visit, at the pediatrician’s office or the child care center? I think it’s probably just easier than remembering the parent’s name. I think we do this, too, because that’s how we view this adult we are working with – primarily in the role of parent or caregiver. We don’t know them well and have identified them in this category, even though they are likely to be many more things in their real life. For others of us, it’s just plain old habit.

A Show of Respect

I believe that using the parent’s proper name is a show of respect. Don’t you feel better when someone you meet remembers to use your name? It feels like it puts you and the other person on more equal footing, like you are important enough for them to remember who, not what, you are. It’s a tactic regularly used in sales and customer service to make customers feel appreciated and to build trust. Names are important.

How Would You Like To Be Addressed?

Do you usually ask parents how they prefer to be addressed? To be painfully honest, I didn’t ask this question for many years, and just made the assumption that I would use first names to help build a less formal relationship. It dawned on me (much too late) that not all families viewed our relationship as informal and in fact wanted to maintain boundaries that came with using Mr. or Mrs. I also realized that generational and cultural differences affected what parents and caregivers wanted to be called – this “ah-ha” moment came when I called a grandmother by her first name and she corrected me to call her Mrs. —. It also dawned on me that asking caregivers how they wanted to be addressed was a simple empower strategy because there is power in a name and they should have the right to choose what they’re called.

I’m Not Your Mom

One thing I didn’t do, even in my days as a young early interventionist, was call parents “mom” or “dad.” I did use those names when I was speaking to the child, like “give it to mama” or “where’s daddy?” but I always asked the parent what the child called him/her first.  I’ve seen interventionists fail to do this over long periods of time, for instance calling the father “Daddy” when he’s actually “Papa.” Calling the mother “mom” always felt uncomfortable to me, even before I was a parent, because this person was not my mom and actually “belonged” to someone else. Once I became a parent, I realized that being called “mom” by other people felt even weirder. I  usually speak up and say that calling me by my first name is fine. Some families might not feel comfortable requesting this, but if we gave them the chance, they just might.

Unfortunately, I’ve also heard professionals call parents “mom” or “dad” with an undercurrent of condescension, as if saying “you are just the parent, I am the expert.” We work hard in early intervention to build the parent-provider partnership so this is not an impression that we want to give. Using parent’s names, whatever they want to be called, is just one small thing we can do to let parents know that we respect and value their role in early intervention.

Three Quick Tips:

• Ask the parent how he/she wants to be addressed.
• Make an effort to remember and use the parent’s name.
• Ask about what names the child & family use to refer to parents, grandparents, and other important people.

What are your thoughts about this? What do you call parents and why? Leave a comment below to share your thoughts.

The post Names are Important: Please Don’t Call Me “Mom” appeared first on Early Intervention Strategies for Success.

You are 5 minutes from the family’s home and your phone rings. The interpreter who usually meets you there is having car trouble so will miss the visit. You hang up and think “what do I do now?” You visit with Juni’s family every week with the interpreter and feel very comfortable with working with the family, but his mother’s native language is different from your own. Amelia speaks very little English but seems to understand some of what you say. During visits, you have been working with Amelia to help Juni learn to feed himself and sit independently. The visit today has been planned to occur at lunchtime when Amelia wanted help getting Juni to fingerfeed. Juni’s family does not have a phone but you do have the neighbor’s number. What do you do?

Working with families for whom English is not the primary language requires additional thought and planning for the early intervention team.

Under IDEA, early intervention programs are required to establish procedural safeguards that ensure that information about early intervention procedures, including the IFSP and delivery of supports and services, are provided in the family’s native language, unless clearly not feasible to do so. Programs must make efforts to work with translators and interpreters so that families can be full and active participants in intervention.

Including an interpreter during visits provides a wonderful communication bridge to facilitate this participation, but what do you do when the interpreter can’t be there?

If you were in the situation above, what would you do?

Would you call the neighbor and cancel the visit?

Would you keep the visit without the interpreter and try to communicate with Amelia as best as you can?

If you would keep the visit, what strategies would you use to support Amelia as she encourages Juni’s ability to feed himself at lunchtime?

Share your ideas and follow the comments!

If you would like more information about working with an interpreter, check out these resources:

Tips for Working with an Interpreter – ASHA

Tips for Working with an Interpreter – Language Line Services (PDF, New Window). Provides over-the-phone interpretation for a fee.

10 Tips for Working with Interpreters (PDF, New Window).

Visit the VA Early Intervention Professional Development Center’s Cultural Competence page for resources too!

The post On Your Way to the Visit and the Interpreter Cancels…What Do You Do? appeared first on Early Intervention Strategies for Success.