Table 2.

Examples of Surface Structure Adaptations

Adaptation EVM Elements	Description of Adaptation	Data Source
(1) Metaphors, Language, & Context: Help students identify and engage with curriculum content	Added current, popular Mexican music.	Student focus groups #1, #2
	Included online gaming scenario.	Student focus groups #1,#3
	Updated manual’s cover art to represent Mexican youth culture.	Student focus group #2, Teacher focus groups
	Updated modes of communication with texting and use of emoticons.
(2) Methods & Context: Enhance teachers’ experience in facilitating the curriculum.	Created one-page summaries for teachers with key lesson points and tips for facilitating each lesson.	External reviewers, Mexico team members
	Expanded the range of recommended time for each lesson to 45–65 minutes.	Teacher focus groups, Fidelity observations, Teacher reflections
	Provided teachers with a suggested time allotment for each activity and suggestions on how to break up each lesson into multiple days.
	Provided each school with audio visual equipment to be used for the program.	Teacher focus groups, Fidelity observations
(3) Language: Update curriculum to reflect the Spanish language used in Mexico.	Replaced passive language and phrasing with active language and phrasing. E.g. “alumno” to “estudiante.”	External Reviewers, Mexico research team members
	Changed “discussion” to “debate” to reflect academic connotation.
	Changed “hacerse de la pinta” to “irse de pinta” to remove vulgar connotation.