Adapting Curricula for Children With Language Comprehension Deficits

Abstract

Purpose: We will describe how a multisite research team adapted a language-focused curriculum to be used in a scale-up project. Specifically, we identified underlying principles to modify a Tier 1 whole-classroom language comprehension–focused curriculum to be used as a Tier 2 small-group curriculum with children identified as at risk for low language comprehension, including children with developmental language disorder (DLD). Method: We discuss how researchers used the following five guiding principles to adapt a curriculum for children at risk for low language comprehension, including children with DLD: (a) increased and ongoing professional development, (b) simplification of language input, (c) increased scaffolding, (d) attention to distributed practice, and (e) materials to support diversity and inclusion. Results: We used these guiding principles to modify a popular language-based curriculum used in schools across the country. Conclusion: This clinical focus article showcases how guiding principles and frameworks for adaptation, within implementation science, can serve as a guidepost for speech-language pathologists and other educators who are adapting or scaling up a curriculum or intervention that was not designed for their target population.