Table 4.
Descriptions of the intervention components that were adapted.
| Study | Content | Delivery | Training | Evaluation |
|---|---|---|---|---|
| Binger et al. (2008) | (a) Related program to Latino cultural values and educational success; (b) selected books with everyday themes; (c) changed expectations for delivery of language facilitation strategies | — | Relabeled training program as “instructional program” | — |
| Boyce et al. (2010) | (a) No requirement for particular cultural narrative style; (b) formal literacy skills not required to participate | (a) Activities could be delivered in any language; (b) home visitors spoke Spanish | — | (a) Maternal measures available in Spanish; (b) Spanish-speaking assessors read forms aloud to mothers; (c) children assessed in Spanish or English |
| Collins (2010) | Selected culturally relevant books | — | — | Measured child vocabulary in Portuguese and English |
| Cooke et al. (2009) | (a) Developed target words in Spanish and English; (b) audio prompting provided in Spanish and English | — | Training with mothers facilitated with support of Spanish–English interpreter | (a) Measured child vocabulary in both languages; (b) parent interviews supported by Spanish–English interpreter |
| Durán, Gorman, et al. (2016) | (a) Spanish and English lessons linked; (b) selected culturally relevant books and similar vocabulary targets in Spanish and English; (c) embedded intentional strategies to support vocabulary acquisition in both languages | (a) Intervention could be delivered in Spanish or English; (b) some bilingual Spanish–English teachers delivered the intervention | Training included information on bilingual language and literacy development | (a) Fidelity measure adapted to account for the language of intervention; (b) usability measure available in Spanish |
| Farver et al. (2009) | Developed small group activities in Spanish to parallel English curriculum | Bilingual graduate assistants delivered small group activities in Spanish | — | Child language and literacy assessed in Spanish and English by bilingual assessors |
| Gutiérrez-Clellen et al. (2012) | Selected parallel intervention books in Spanish and English | Bilingual teachers provided academic enrichment sessions in Spanish (to the intervention group), alternating with English sessions | — | Child language predictors assessed in Spanish and English (outcomes only measured in English) |
| Hammer and Sawyer (2016) | (a) Developed books with culturally relevant themes; (b) books available in English and Spanish | (a) Parents read books in Spanish to their children; (b) Spanish-speaking home visitors provided support | Home visitors trained to coach parents with soft script lesson | Child language assessed in Spanish and English by bilingual assessors |
| Huennekens & Xu (2010) | Storybooks provided in Spanish | Parents read books in Spanish to their children | Spanish–English interpreter facilitated training with mothers | |
| Ijalba (2015) | (a) Tailored content of the picture books based on the themes mothers described; (b) provided books in Spanish | — | Provided parent education meetings | Child language assessed in Spanish and English |
| Johnson et al. (2012) | — | (a) Home visitors were members of the community and similar in background; (b) sessions conducted in language preferred by parents | — | Teachers assessed children's language in English and/or Spanish if enrolled in bilingual programs |
| Leacox & Jackson (2014) | Added Spanish word definitions for intervention group | Native Spanish speaker prerecorded word definitions in Spanish for e-books | — | Children's vocabulary assessed in both languages |
| Lim & Cole (2002) | — | Mothers delivered language facilitation in Korean | Provided handout to mothers in Korean with description of language facilitation strategies | Appeared to assess child language in the language of the mother–child interaction |
| Lugo-Neris et al. (2010) | Provided vocabulary expansions in Spanish | Intervention provided by bilingual Spanish–English interventionist | — | Children's vocabulary assessed in both languages by bilingual assessors |
| Magaña et al. (2017)a | (a) Intervention materials available in Spanish and English; (b) incorporated common Spanish sayings and cultural values into manual; (c) goals were specific to the context of participants; (d) recruitment through Spanish-speaking support group of parents of children with ASD | (a) Intervention provided by Spanish speakers from similar communities who had children with ASD; (b) focused on relationship building with mothers of the families | Training for the interventionists took place near Latino neighborhood in location resourced with bilingual staff | Caregiver-focused measures available in Spanish |
| Matera & Gerber (2008) | Selected stories to be culturally and linguistically responsive | Delivered intervention sessions in Spanish and English | — | Child language assessed in Spanish and English |
| McDaniel et al. (2019) | Developed target word sets in English and Spanish | Intervention sessions with SLP provided in English or Spanish | — | Child language assessed in Spanish and English |
| Meadan et al. (2020) | Child care, transportation, and family incentives provided for each session | Bilingual interventionists with experience working in Spanish delivered sessions | — | Caregiver questionnaires and interviews completed in Spanish |
| Méndez et al. (2015) | Selected books and props selected to be culturally relevant | Intervention sessions delivered in Spanish and English (intervention group only) | — | Child language assessed in Spanish and English |
| Mesa & Restrepo (2019) | (a) Included information on bilingual language development; (b) collaborated with participating mothers to develop relevant strategies; (c) selected bilingual and Spanish language books | — | (a) Training incorporated families' existing practices and beliefs; (b) training delivered in Spanish by Spanish-speaking SLP | Child language and caregiver communication assessed in Spanish |
| Peredo et al. (2017) | Made several linguistic and cultural adaptations to language-facilitating strategies, targets, and expectations | Bilingual interventionists delivered sessions in Spanish | (a) Training materials translated to Spanish; (b) video examples created in Spanish for training | Child language and caregiver communication assessed in Spanish |
| Pollard-Durodola et al. (2016) | Target vocabulary included Spanish/English cognates | Spanish–English bilingual teachers delivered intervention with support of bilingual paraprofessionals | — | Child language assessed by Spanish–English bilingual assessors |
| Pratt et al. (2015) | Selected Spanish language books | Bilingual Spanish–English intervention staff | Training provided to parents in Spanish | Child language and literacy assessed in Spanish by native speakers of children's Spanish dialect |
| Restrepo et al. (2010) | — | (a) Provided supplementary instruction in Spanish (intervention group only); (b) instruction delivered by Spanish-speaking SLP | — | Bilingual assessors tested children's Spanish language |
| Restrepo et al. (2013) | (a) Selected books in Spanish and/or bilingual Spanish–English; (b) selected Spanish–English translation equivalents as targets | Bilingual interventionist delivered sessions in Spanish and English | — | Child language assessed in Spanish and English |
| Roberts (2008) | Made books developed in Spanish and Hmong available to families | Sent books in the home language home to be read by caregivers | (a) Provided training to caregivers for storybook reading in home languages; (b) provided child care during training | (a) Spanish-speaking children's vocabulary assessed in Spanish and English; (b) bilingual assessors from the same community as parents administered caregiver surveys |
| Saracho (2010) | (a) Selected books determined to be appropriate for children's language and culture; (b) developed culturally relevant activities to accompany the books; (c) families wrote stories in their preferred language | Fathers delivered intervention in Spanish and/or English | (a) Training included how to incorporate children's language and culture to promote literacy; (b) trainer matched families' linguistic and cultural background | — |
| Spencer et al. (2013) | Included instructions in Spanish and English for the take-home activities | — | — | Made social validity questionnaire available in Spanish |
| Spencer et al. (2019) | Developed comparable Spanish and English lessons and take-home activities | Bilingual teachers and interventionists delivered intervention in Spanish and English | — | (a) Demographic survey offered to parents in preferred language; (b) child language assessed in Spanish and English |
| Spencer et al. (2020) | (a) Created narratives in Spanish; (b) developed take-home activities in Spanish and English | Bilingual teachers and interventionists delivered intervention sessions in Spanish and English | — | Child language assessed in Spanish and English |
| Thordardottir et al. (1997) | Developed target word sets in Icelandic and English | Bilingual interventionist delivered sessions in Icelandic and English | — | Child language assessed in Icelandic and English |
| Tsybina & Eriks-Brophy (2010) | (a) Selected culturally relevant vocabulary targets in Spanish and English; (b) selected books in both languages | Delivered intervention in Spanish and English | (a) Maternal training involved practice with intervention strategies in Spanish; (b) handout provided in Spanish on strategies | Child language assessed in Spanish and English |
| van Tuijl et al. (2001) | (a) Focused on parents as children's instructors; (b) provided support and made materials accessible to parents with low literacy | (a) Recruited paraprofessional interventionists from the target communities who spoke the same languages; (b) added group meetings; (c) made program available in Dutch, Turkish, and Arabic | — | Bilingual assessors assessed child cognition and language in Dutch and home language(s) |
Note. Adaptation to content include modifications to materials, content, and/or procedures. Delivery adaptations are changes to mode, medium, or delivery of the intervention. Adaptations to training are modifications made to training interventionists. Evaluation adaptations are changes to how the intervention was evaluated. ASD = autism spectrum disorder; SLP = speech-language pathologist.
a
Only study to specify context adaptations (e.g., change to the intervention setting).