821 - Parents, Pediatricians, Preschool and Kindergarten Teachers: A Consensus Process to Develop a School Readiness Program for Primary Care

Publication Number: 821.5809

Jaime W. Peterson, Oregon Health and Science University, Portland, OR, United States; Maya Postigo, Oregon Health and Science University, Portland, OR, United States; Alejandro Robles, Oregon Health & Science University School of Medicine, CAVE JUNCTION, OR, United States; Ellen Stevenson, Oregon Health & Science University School of Medicine, Portland, OR, United States; Manuel Jimenez, Rutgers, Robert Wood Johnson Medical School, New Brunswick, NJ, United States; Katharine Zuckerman, Oregon Health & Science University School of Medicine, Portland, OR, United States

Background: US low-income Latino children experience economic and cultural barriers to school readiness (SR). Latino families and pediatricians previously identified preferences for clinic-based SR interventions however, early childhood educator (ECE) engagement is needed to ensure SR content quality and accuracy.

Objective: To examine feasibility and acceptability of both parent and pediatrician preferred primary care SR interventions among preschool and kindergarten teachers serving Latino families and share findings with a multi-disciplinary consensus group.

Design/Methods: 1) Conducted semi-structured interviews with Oregon preschool and kindergarten teachers assessing: a) reflection on parent SR stories and intervention preferences, b) acceptability and feasibility of SR interventions, and c) implementation barriers and strategies. Interviews were completed by a pediatrician or research assistant, audio recorded and transcribed followed by iterative team-based coding with inductive analysis. 2) Group consensus event utilized nominal group theory to evaluate prior data from parents, providers, and ECEs to develop an SR program and implementation strategy (Table 1). The consensus event was facilitated in Spanish with an in-person interpreter and bilingual team members; session was recorded for analysis.

Results: ECEs (n=6) spoke English (50%) or Spanish (50%); 83% had 15+ years of teaching experience in kindergarten (n=1) and preschools (n=5); 50% identified as Latina. Consensus panel included parents (n=2), pediatricians (n=4), cultural consultant (n=1), rural research manager (n=1), ECE (n=1) and biostatistician (n=1). Part 1. Four domains emerged: reflections on parent stories, knowledge gaps, preferred interventions and content suggestions (Table 2). Part 2. Group consensus identified a need for a SR program, pediatrics is the right, trusted place, and evidence is needed regarding which core components are effective and feasible to implement. Small groups designed messaging for a SR program “map” within well care from 2-5 years of age and developed a pilot design to test feasibility of delivering multicomponent intervention (Checklist, Texting, Coaching) while collecting child, parent, and clinic level measures for future studies.

Conclusion(s): ECE, parents and providers were eager to collaborate regarding SR interventions in primary care. ECEs are important partners to ensure quality of SR content while providers identified practical challenges. Nominal group theory with diverse collaborators developed a pilot SR program for testing three core components for future testing.

Table 1. Nominal Group Technique


Table 2. Themes and Representative Quotes for Preschool and Kindergarten Teachers