Importance of Community Partnerships in Cultural and Linguistic Intervention Adaptation

• In Event: Parenting Programs for Young Children Around the Globe: Advances in Modalities, Culturally Sensitive Content, and Effects

Abstract

Background
Early language skills are one of the best predictors of success in school, yet by age three, children from low-income households tend to have had fewer and lower quality parent-child language interactions than their higher-SES peers (Golinkoff et al., 2019; Hart & Risley, 1995; Huttenlocher et al., 2010;; Rowe, 2012). Hispanic children are disproportionately more likely to come from low-income homes (Child Trends Databank, 2019), thus putting them at higher risk of being affected by the early word gap. Due to the early nature of this discrepancy in word knowledge, it is critical that language interventions, supporting high-quality interaction, are targeted towards the youngest learners.
Early language interventions involving caregivers of infants and toddlers can be effective in enhancing child outcomes and the quality of early language interactions (Bann et al., 2016; Wong et al., 2020). However, many are only available in English. In a recent review, Larson and colleagues (2020) found that early language interventions that were both translated into the language of participants and culturally responsive were the most effective. However, few met both criteria, demonstrating a need for interventions designed to meet the needs of culturally and linguistically diverse families. The current study describes the methods used to culturally and linguistically adapt a Spanish version of an early language intervention called The Duet Project.
Method
The Duet intervention modules are a set of videos created to support caregivers’ knowledge of children’s language development and facilitate high-quality language interactions. The modules were originally developed in English; however, pilot testing indicated a need for a Spanish version. The Spanish adaptation involved multiple rounds of translation with input from the research team, professional translators, and focus groups with Spanish-speaking caregivers (See Figure 1). Of importance and novelty to the adaptation, was the input from caregivers within the community.
Fourteen Spanish-speaking caregivers were recruited to participate in two, three-hour focus groups, through our community partner, the Maternity Care Coalition (See Table 1). The demographics described are similar to the intended target population of the intervention. Focus groups were conducted in Spanish and engaged caregivers interactively with the Duet materials. During focus groups, caregivers offered their knowledge of language use in daily situations and with young children learning Spanish, input that was invaluable for the translation process.
Results and Implications
Adapting the Duet modules into Spanish was an iterative co-constructive process, which yielded a culturally and linguistically relevant Spanish-language intervention. We are currently testing this version in the community. Many Spanish-speaking experts including developmental psychologists, translation companies, and Hispanic caregivers of infants and toddlers contributed to the intervention adaptation. Spanish-speaking caregivers in low-income households were critical to the intervention design, as they hold rich funds of knowledge about their needs and their everyday experiences with children (Moll et al., 1992). Through this process, we aim to highlight the importance of collaborating with community stakeholders in adapting and implementing early interventions. The thorough Duet adaptation process has the potential to inform future early intervention design, especially with ethnically and linguistically diverse populations.

Authors

• Brooke M Rumper, Yale University
  Presenting Author

• Rebecca Alper, Temple University
  Non-Presenting Author

• Julia Jaen, Temple University
  Non-Presenting Author

• Lillian Masek, New York University
  Non-Presenting Author

• Rufan Luo, Arizona State University
  Non-Presenting Author

• Roberta M Golinkoff, University of Delaware
  Non-Presenting Author

• Marjie Mogul, Maternity Care Coalition
  Non-Presenting Author

• Kathy A Hirsh-Pasek, Temple University
  Non-Presenting Author