Adaptation and Multi-Methods Validation of the Cultural Self-Efficacy Scale in Early Intervention (CSES-EI)

Abstract

It is widely known that marginalized families of young children with disabilities have inequitable access to evidence-based practices within publicly funded systems of care, such as the Part C early intervention (EI) system. One factor contributing to this inequality is providers’ limited cultural self-efficacy, which can be defined as the confidence and competence to engage effectively with families from different cultural or linguistic backgrounds than their own. However, little is known about how to assess cultural self-efficacy specifically among EI providers. Therefore, this study aimed to adapt and validate the Cultural Self-Efficacy Scale in Early Intervention (CSES-EI), a scale to assess EI providers’ cultural self-efficacy when working with marginalized families. We used a modified Delphi method to adapt 32 items from an original scale into the CSES-EI. A total of 201 EI providers from diverse professional backgrounds completed the survey. Data analysis involved exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and multiple regression to assess the reliability, validity, and underlying structure of the scale. The CSES-EI demonstrated strong internal consistency (α = .91, ω = .94) and a three-factor structure accounting for 47.9% of the variance. Thematic analysis of open-ended responses revealed that EI providers emphasized family-centered coaching, cultural competence, and the need for flexibility when working with marginalized families. Findings underscore the importance of culturally responsive practices in EI and suggest that professional development targeting cultural efficacy is essential for improving service delivery with diverse populations. This validated tool provides a foundation for assessing and enhancing cultural self-efficacy among EI providers.