Caregiver-Implemented Early Language Interventions for Latine Children With Language Delays: A Systematic Review

Empowering caregivers with tools to support their children with language delays can potentially increase access to services for families from diverse backgrounds. The purpose of this systematic review was to describe the outcomes and characteristics of caregiver-implemented early language interventions studied or implemented with Spanish-speaking or bilingual Latine children with language delays. We also examined the extent to which these interventions were culturally and linguistically adapted.

Six search engines were used to identify articles published between 1990 and 2024. We completed a hand search of reference lists within eligible articles. We completed data extraction with an emphasis on the intervention's characteristics, outcomes for caregivers and children, and cultural and linguistic adaptations.

Ten articles were included in this review. Eight caregiver-implemented early language interventions have been studied with Latine children aged 18-47 months from Spanish-speaking families who exhibit language delays. All studies showed improvements in children's receptive language, expressive language, or both, as well as positive effects on caregivers' behavior. Overall, caregivers were satisfied with the interventions, and few offered suggestions for improvement. Studies using adaptation frameworks reported more comprehensive considerations for cultural and linguistic adaptations.

The body of research summarized in this review shows how interventions support Spanish-speaking or bilingual Latine caregivers in using language facilitation strategies, leading to positive outcomes for children's language development. Further research measuring effectiveness is necessary, as is increasing representation from different ethnic backgrounds. Developing and using adaptation frameworks is an important next step for this type of research.