University of Oregon, Eugene.
Western Washington University, Bellingham, WA.
Am J Speech Lang Pathol. 2021 May 18;30(3):1224-1246. doi: 10.1044/2020_AJSLP-20-00101. Epub 2021 Mar 26.
Purpose Speech-language pathologists are responsible for providing culturally and linguistically responsive early language intervention services for legal, ethical, and economic reasons. Yet, speech-language pathologists face challenges in meeting this directive when children are from racial, ethnic, or linguistic backgrounds that differ from their own. Guidance is needed to support adaptation of evidence-based interventions to account for children's home culture(s) and language(s). This review article (a) describes a systematic review of the adaptation processes applied in early language interventions delivered to culturally and linguistically diverse populations in the current literature and (b) offers a robust example of an adaptation of an early language intervention for families of Spanish-speaking Mexican immigrant origin. Method Thirty-three studies of early language interventions adapted for culturally and linguistically diverse children ages 6 years and younger were reviewed. Codes were applied to describe to what extent studies document the purpose of the adaptation, the adaptation process, the adapted components, and the evaluation of the adapted intervention. Results Most studies specified the purpose of adaptations to the intervention evaluation, content, or delivery, which typically addressed children's language(s) but not culture. Study authors provided limited information about who made the adaptations, how, and when. Few studies detailed translation processes or included pilot testing. Only one used a comprehensive framework to guide adaptation. A case study extensively documents the adaptation process of the Language and Play Every Day en español program. Conclusions Future early language intervention adaptations should focus on both linguistic and cultural factors and include detailed descriptions of intervention development, evaluation, and replication. The case study presented here may serve as an example. Increased access to such information can support research on early language interventions for diverse populations and, ultimately, responsive service provision.
目的
由于法律、道德和经济原因，言语语言病理学家负责提供文化和语言响应的早期语言干预服务。然而，当儿童的种族、民族或语言背景与言语语言病理学家自身不同时，他们在满足这一指令方面面临挑战。需要指导来支持对基于证据的干预措施进行调整，以考虑儿童的家庭文化和语言。本文综述了（a）对当前文献中针对文化和语言多样化人群的早期语言干预措施的调整过程进行的系统综述，以及（b）对西班牙语墨西哥裔移民家庭的早期语言干预措施的调整进行了强有力的示例。
方法
对 33 项针对文化和语言多样化的 6 岁及以下儿童的早期语言干预措施的调整研究进行了回顾。应用编码来描述研究在多大程度上记录了调整的目的、调整过程、调整的组件以及对调整后的干预措施的评估。
结果
大多数研究都明确了针对干预评估、内容或交付的调整目的，这些调整通常涉及儿童的语言，但不涉及文化。研究作者提供了关于谁进行了调整、如何进行以及何时进行调整的有限信息。很少有研究详细描述翻译过程或包括试点测试。只有一项研究使用全面的框架来指导调整。一项案例研究详细记录了“西班牙语的语言和游戏每一天”计划的调整过程。
结论
未来的早期语言干预调整应同时关注语言和文化因素，并详细描述干预措施的开发、评估和复制。这里提出的案例研究可以作为一个例子。更多地获取此类信息可以支持对不同人群的早期语言干预措施的研究，并最终提供响应性服务。
