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Collaborating With Tribal Communities and Families to Improve the Social, Emotional, and Linguistic Competence of Young Indigenous Children

The Pennsylvania State University/UCLA Civil Rights Project/Proyecto Derechos Civiles
University Park, PA/Los Angeles, CA

Robert Pfeffer, Seneca Nation Tribal Head Start Director

Irving, NY

Purpose: The purpose of this article is to provide an overview of an innovative community based participatory based research partnership between a university researcher and a tribal Head Start program. This initiative is aimed at improving communicative competence of young Indigenous children while simultaneously decreasing challenging behaviors.

Method: The use of community based participatory research is presented as a potential model that speech-language pathologists might follow in developing and implementing interventions when working with indigenous children and families. The article includes recommendations for working collaboratively with schools, early education providers, and communities using lessons learned from the emerging partnership between a university researcher and a tribal Head Start program. Recommendations are made regarding the modification and, when appropriate, the development of speech-language interventions aimed at improving communicative competence, emergent literacy, and social and emotional behavior in both therapeutic and home environments.

Conclusion: This article is useful for speech-language pathologists who are working to develop and implement culturally and linguistically appropriate speech-language interventions for use in early childhood education and home-based programs in Indigenous communities.