The Parent Conference: Giving Information

Giving information relates to the examiner’s being prepared to answer the caregivers’ questions about the [child]. In some instances, the caregivers may have had multiple opportunities to interact with other professionals in a position to answer relevant questions. In other instances, the caregivers may have had only minimal contact with other professionals before the assessment. The astute [feedback giver] should attempt to sense early in the [parent conference] how strongly the caregivers want their questions answered. Keep in mind that it is a mistake to provide too much information too early. …

Emerick (1969) describes six principles to keep in mind when imparting information to parents as part of a [conference]:

1. Be aware of the emotional static that may prevent the parents from really hearing the answers to the questions they pose.
2. Do not lecture to parents.
3. Use simple language with examples and illustrations.
4. Direct the parents toward the steps they can take. This allows them quickly to feel a part of the intervention process.
5. Say what must be said pleasantly but bluntly in response to questions. Do not hedge on what must be said on the assumption that the parents may reject it.
6. Recall that you may be relating information to the parents that they have feared hearing for some time.

The [feedback giver] should be prepared to deal with a wide variety of questions the parents may pose. These may related to the cause of the developmental delay noted, the degree of the delay present, what the future holds, further treatment or intervention for the delay, and issues that relate to family adjustment to the needs engendered by having a special child.

Providing Release and Support

…. [The feedback giver] must be alert to the need of the parents to express frustrations, fears, and anger. These emotions may relate to a variety of causes. For the most part, however, they usually relate to the parents’ attempt to adjust and deal with the responsibilities of having a developmentally delayed child. An array of potentially confusing choices face the parents. They may need assistance in understanding and in making the best choice for their child. They may need encouragement about their ability to meet their child’s needs. The [feedback giver] must be prepared to handle these emotions. Should the [feedback giver] sense that the parents may experience difficulty, then additional professional assistance may be sought. In general, the assessor is in a better position to gain a complete picture of the developmental performance if the parents are given full opportunity to express themselves. It is the rare set of parents who will not communicate honestly with the assessor once a genuine caring attitude is sensed.

Excerpted from:

Rosetti, L.M. (1990). Infant-toddler assessment: An interdisciplinary approach. Pro-Ed: Austin, Tx.