The effects of culturally adapted version of First Steps to Success for Latino English language learners: Preliminary pilot study

• Published in: Psychology in the schools Vol. 55; no. 1; pp. 36 - 49
• Main Authors: Castro‐Olivo, Sara, Preciado, Jorge, Le, Loan, Marciante, Mia, Garcia, Melissa
• Format: Journal Article
• Language: English
• Published: Hoboken Wiley-Blackwell 01.01.2018; Wiley Subscription Services, Inc
• Subjects: Behavior Problems; behavioral intervention; cultural adaptation; Cultural differences; Culturally Relevant Education; English as a second language; English as a second language learning; English language; English Language Learners; High risk; Hispanic American Students; Instructional Effectiveness; Intervention; Latin American cultural groups; Pilot Projects; Reading ability; Reading comprehension; Reading Improvement; reading intervention; Reading Skills; Research Design; Second Language Instruction; Student Behavior; Student Improvement
• ISSN: 0033-3085; 1520-6807
• DOI: 10.1002/pits.22092

For decades, Latino English language learners (ELLs) have been identified as a high‐risk population for both reading and behavioral problems. A comprehensive approach that provides academic and behavioral support in both home and school settings has been suggested by researchers as a viable option for improving outcomes of students who exhibit problems in both areas. Research has also suggested that cultural adaptations need to be implemented when working with culturally and linguistically diverse (CLD) populations to ensure cultural fit between the target population and the implemented interventions. This paper presents the results of a pilot study that examined the effects of a comprehensive, culturally adapted intervention on Latino ELLs behavior and reading skills. A multiple‐baseline, single‐subject research design was employed in this study. The results suggest that implementing a comprehensive and culturally adapted intervention has promising effects among Latino students and families. Participating students demonstrated decreases in problem behaviors and low–moderate increases in reading skills. Implications for research and practice are discussed.