Background
Article | Adaptation definition |
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Backer (CSAP, 2002) [11] | “The deliberate or accidental modification of the program, including the following: a. Deletions or additions (enhancements) of program components; b. Modifications in the nature of the components that are included; c. Changes in the manner or intensity of administration of program components called for in the program manual, curriculum, or core components analysis; or d. Cultural and other modifications required by local circumstances.” |
McKleroy et al. 2006 [16] | Quotes Rogers’ (1995) definition and the CSAP definition (see above). |
Solomon et al. [6] | Modifying an efficacious program to meet the needs of its new target population and community context while retaining fidelity (or adherence) to its core components. |
Smith and Caldwell [14] | “Evidence-based programs should not be changed randomly but should be modified based on a careful review of program content, the theoretical underpinnings involved, and the context of the new environment. Four different forms of adaptation need to be considered: structural, content, provider, and delivery.” |
Wingood and DiClemente [9] | “The process of modifying an EBI without competing with or contradicting its core elements or internal logic.” |
Developing cultural adaptations or accommodations of EB practices for international transport is a … “process requiring careful assessment of the local political, religious, and economic context as well as the cultural norms and family practices of country and internal ethnic groups. It should be a careful and rigorous process …guided by research and theory.” | |
Lee et al. [7] | “Inherent in [the process of moving evidence-based programs (EBPs) from research to practice] is the tension between implementing programs with fidelity and the need to tailor programs to fit the target population.” |
Card et al. [3] | “The process of altering a program to reduce mismatches between its characteristics and those of the new context in which it is to be implemented or used.” |
Chen et al. [8] | “Methods of planned adaptation identify differences in the new target population and attempt to make changes to the EBI that accommodate these differences without diluting the program’s effectiveness.” |
Rolleri [10] | “The process of making changes to a program in order to make it more suitable for a particular population or for an organization, based upon its capacity. Changes to a program should be made without compromising or deleting the program’s core components.” |
Bartholomew et al. [42] | Systematic adaptation requires that planners make adaptation decisions by comparing the logic of change in the EBI with the needs of the new community. Planners should only make changes that correspond with mismatches between the EBI and community needs. |
Methods
Search strategy
Eligibility criteria
Screening
Study quality assessment
Data abstraction and analysis
Data synthesis and presentation
Results
Adaptation characteristics
First author, year | Original EBI name (adapted EBI name) study design | EBI disease/topic | Reason for adaptation | Target population/setting | Adaptation framework (if mentioned) | |
---|---|---|---|---|---|---|
Original (author) | Adapted | |||||
Reijneveld, 2003 [53] | Healthy & Vital (no change) Experimental—RCT | Physical inactivity/poor physical and mental well-being | Cultural appropriateness New population | People aged ≥ 65 in welfare services in the Netherlands | Turkish immigrants aged ≥ 45 in welfare services in the Netherlands | N/R |
Komro, 2004 [54] | Project Northland (Project Northland Chicago) Experimental—RCT | Alcohol use | Cultural appropriateness New population New community | Mostly white, 6th–8th grade students in rural NE Minnesota, USA | Culturally diverse 6th–8th grade students in Chicago, IL, USA | N/R |
Sarkisian, 2005 [55] | Empowerment: Facilitating a Path to Personal Self-Care (N/R) Non-experimental | Diabetes | Cultural appropriateness New population | Younger, mostly Caucasian patients with diabetes in the USA | African Americans and Latinos aged ≥ 55 with diabetes in public health diabetes and geriatrics clinics and senior centers in South Los Angeles, CA, USA | N/R |
Tsey, 2005 [56] | Family Wellbeing (no change) Non-experimental | Teasing, bullying, fighting, low self-esteem, truancy | New population New community | Adults in Aboriginal Australia (Tsey [57]) | Students in 2 primary schools in remote indigenous communities in Cape York Peninsula, far north Queensland, Australia | N/R |
Villarruel, 2005 [58] | Be Proud! Be Responsible! (¡Cuídate!) Experimental—RCT | HIV | Cultural appropriateness New population | African American adolescents aged 13–18 from community-based agencies in Philadelphia, USA | Inner-city Latino adolescents aged 10–19 in Philadelphia, PA, USA | N/R |
Belanksy, 2006 [59] | Integrated Nutrition Education Program, INP (Integrated Nutrition and Physical Activity Program, INPAP) Non-experimental | Nutrition and physical activity | Cultural appropriateness New community | Elementary school children in a school setting in Denver, USA | 2nd and 3rd grade students in a rural, biethnic, low-income county in south-central Colorado, USA | N/R |
Hitt, 2006 [60] | Project RESPECT (N/R) Non-experimental | HIV/STD | New population New community | Heterosexual individuals aged ≥ 14 attending 5 public STD clinics in the USA (Kamb [61]) | MSM, IDU, and heterosexual individuals attending either a local health department or a CBO for prevention counseling services in Texas, USA | N/R |
Somerville, 2006 [62] | Popular Opinion Leader, POL (Young Latino Promotores, YLP) Non-experimental | HIV | Cultural appropriateness New population | White gay men in gay venues frequented predominantly by whites in midsized southern cities in the USA | Latino migrant MSM aged 18–30 in Texas and California USA-Mexico border communities | N/R |
NIMH Collaborative HIV/STD Prevention Trial Group, 2007 [38] | Community Popular Opinion Leader (C-POL) (no change) Experimental—RCT | HIV/STD | Cultural appropriateness New community | Populations vulnerable to HIV risk behavior in the USA | Individuals aged 18–49 at food markets with individually owned stalls in Fuzhou, China and individuals aged 18–30 in the following settings; wine shops in slums in Chennai, India; gathering points of young, high-risk people in barrios in Lima, Chiclayo, and Trujillo, Peru; trade school dorms in St. Petersburg, Russia; and retail establishments in rural Zimbabwe | N/R |
Tsarouk, 2007 [63] | Reconnecting Youth (RY) (no change) Non-experimental | Substance abuse and HIV transmission | Cultural appropriateness | High-risk students aged 14–18 in the USA | Russian adolescents aged 14–17 with poor school performance and mild behavioral problems in schools in Moscow, Russia | N/R |
Beattie, 2008 [64] | Swim and Survive, and Infant Aquatics (Water Safety in the Bush) Non-experimental | Water safety/drowning | Cultural appropriateness New community | Infants, children 5–14 years, and parents in Australia | Children and adults in rural and remote Australian communities | N/R |
Cornelius, 2008 [28] | Sisters Informing Sisters on Topics about AIDS, SISTA (Women Informing Women on Topics about AIDS, WIWTA) Non-experimental | HIV/AIDS | New population New community | Young African American girls in heterosexual relationships in San Francisco, USA (DiClemente [65]) | African American women ≥ 50 in heterosexual relationships who frequent churches located in low-income areas of North Carolina, USA | N/R |
Gitlin, 2008 [30] | Chronic Disease Self-Management Program, CDSMP (Harvest Health, HH) | Chronic disease self-management | New population New community | Middle-class white patients aged ≥ 40 in community-based sites in the USA (Lorig [66]) | African Americans aged ≥ 60 with chronic condition(s) in a senior setting in Philadelphia, PA, USA | N/R |
Lerdboon, 2008 [67] | Vietnamese Focus on Kids (Exploring the World of Adolescents, EWA) Non-experimental | HIV/AIDS | Cultural appropriateness New community | Adolescents in Khanh Hoa Province, Vietnam | Adolescents aged 15–21 in both rural and urban Vietnam | N/R |
Steiker, 2008 [29] | Keepin’ It REAL (Refuse, Explain, Avoid, and Leave) (N/R) Quasi-experimental | Substance abuse prevention | Cultural appropriateness New population New community | Middle school youth in the USA | Adolescents aged 14–19 in high risk, unique community settings in Texas, USA | Castro - cultural adaptation |
Burgio, 2009 [68] | Resources for Enhancing Alzheimer’s Caregiver Health, REACH II (REACH OUT, Offering Useful Treatments) Non-experimental | Alzheimer’s disease | Implementation ease/feasibility | In-home Alzheimer’s caregivers in USA cities | Alzheimer’s caregivers in Area Agencies on Aging in Alabama, USA | N/R |
Fiscian, 2009 [69] | Making Proud Choices (N/R) Non-experimental | HIV/AIDS | Cultural appropriateness New population New community | Minority adolescents in the USA | Adolescent girls aged 10–14 in a church-affiliated junior secondary school in Ghana | N/R |
Mueller, 2009 [31] | ¡Cuídate! (no change) Non-experimental | HIV/AIDS | New community | Latino youth aged 13–18 in Northeast Philadelphia schools, USA | Latino youth in a urban high school in Denver, CO, USA | N/R |
Pekmezi, 2009 [70] | Individually tailored physical activity print intervention (Seamos Activas) Experimental—RCT | Physical inactivity and related chronic illnesses | Cultural appropriateness New population | Sedentary adults in the USA | Overweight/obese Latinas aged 18–65 with low income and acculturation in Providence, RI, USA | N/R |
Stevens, 2009 [71] | REACH II (Support Teams for Caregivers) Non-experimental | Alzheimer’s disease or dementia | Implementation ease/feasibility | Family caregivers of patients with Alzheimer’s disease or dementia in 5 USA cities | Family caregivers of patients with Alzheimer’s disease or dementia in Texas, USA | RE-AIM and REP |
DePue, 2010 [72] | Project Sugar 2, PS2 (Diabetes Care in American Samoa) Experimental—RCT | Type 2 diabetes | Cultural appropriateness New population | Urban African Americans aged ≥ 25 with diabetes in Baltimore, USA | Individuals aged ≥ 21 with type 2 diabetes in American Samoa | Lau’s framework for cultural adaptation |
Domenech Rodriguez, 2011 [73] | Parent Management Training—Oregon Model, PMTO (Criando con Amor: Promoviendo Armonía y Superación, CAPAS) Experimental—RCT | Parenting | Cultural appropriateness New population | Divorcing mothers with sons in 1st–3rd grades in a medium-sized city in the Pacific NW, USA (Forgatch [74]) | Spanish-speaking Latino parents or relatives who co-parent in rural Utah, USA | CAP and EVM |
Parents Matter! (Families Matter!) Non-experimental | HIV | Cultural appropriateness New community | African American parents of preteens aged 9–12 in a controlled clinical setting in the USA | Families with children aged 9–12 in Asembo, rural west Kenya | MAP | |
Sadler, 2010 [76] | “Cancer Clinical Trials: The Basics” and “Conversemos un rato: Información para combatir el cáncer en su comunidad” (N/R) Non-experimental | Breast cancer | Cultural appropriateness New population | Individuals with cancer in the USA | African American/Hispanic American women, or women from diverse communities with breast cancer in California, USA | N/R |
Rotheram-Borus, 2011 [77] | Project TALC (LA Project TALC in Los Angeles, Family to Family in Thailand, Mentor Mothers in South Africa) Non-experimental | HIV | Cultural appropriateness New community | Parents living with HIV and their children or caregiver supports in New York City, USA | Parents living with HIV and their children or caregiver supports in the USA (Los Angeles, CA), Thailand, and South Africa | CQI |
Cardona, 2009 [78] | Parent Management Training—Oregon Model, PMTO (N/R) Non-experimental | Parenting/mental health | Cultural appropriateness New population New community | Divorcing mothers with sons in 1st–3rd grades in a medium-sized city in the Pacific Northwest, USA (Forgatch [74]) | Latino immigrant parents with children aged 6–12 with mild behavioral problems in Detroit, MI, USA | EVM |
Feinberg, 2012 [79] | Problem-Solving Treatment (Problem-Solving Education) Experimental—RCT | Depression | New population | Adults with depression in general practices in Oxford, United Kingdom (Gath [80]) | Mothers with limited incomes and high rates of depression in 3 settings where they receive services in Massachusetts, USA | Backer’s 6-step approach Castro’s cultural adaptation |
Parker, 2012; [81] Chen, 2013 [82] | Arthritis Self-Help Program, ASHP (no change) Non-experimental | Arthritis | Cultural appropriateness New population Condense program | Younger, mostly non-Hispanic white adults in the USA | African American, Hispanic, and non-Hispanic white older adults attending senior centers in New York City, NY, USA | M-PACE |
Reid, 2012 [83] | Cognitive Behavioral Stress Management (CBSM) (no change) Non-experimental | Substance abuse, sexual behavior, and HIV | Cultural appropriateness New community | Drug abusers | HIV-positive substance abusers in recovery in Trinidad and Tobago | N/R |
Rosati, 2012 [84] | Family Matters (Thai Family Matters) Experimental—RCT | Alcohol, tobacco, and other drug use | Cultural appropriateness New community | Parents and children in the USA | Adolescents aged 13–14 and their parents in Bangkok, Thailand | N/R |
Tomioka, 2012 [85] | Chronic Disease Self-Management Program, CDSMP (Ke Ola Pono) Non-experimental | Chronic disease self-management | Cultural appropriateness New population | Adults aged ≥ 40 with chronic diseases in community-based sites in California, USA (Lorig [66]) | Asians and Pacific Islanders with chronic diseases in Hawaii, USA | CDC’s adaptation traffic light |
Danielson, 2013 [33] | Sistas Informing, Healing, Living, and Empowering, SiHLE (SiHLEWeb) Non-experimental | HIV/STD | Cultural appropriateness Implementation ease/feasibility | African American adolescents in community health agencies in the USA (DiClemente [65]) | Community-dwelling traditionally underserved African American girls aged 13–18 in the Southeast USA | N/R |
Fasula, 2013 [86] | Project Safe (Project POWER) Non-experimental | HIV/STD | New population New community | African American and Mexican American women in STD clinics in in San Antonio, USA (Shain [87]) | HIV-negative women with sentences up to 14 months due to be released within 6 months in North Carolina women’s prison facilities, USA | MAP |
Parker, 2013a; [88] Parker; 2013b [89] | Healthy Living Project (Supporting Youth and Motivating Positive Action, SYMPA) Non-experimental | HIV/AIDS | New population New community | Adults living with HIV in the USA | Youth aged 15–24 living with HIV/AIDS in Kinshasa, Democratic Republic of the Congo | ADAPT |
Wainer, 2013 [90] | Reciprocal imitation training (RIT) (no change) Non-experimental | ASD | Implement in new community setting Make program more widely accessible | Individuals working with children with ASD, including parents, in the USA | Individuals working with children with ASD, including parents, in the participants’ homes and research lab in the Midwestern USA | N/R |
Williams, 2013 [91] | Adherence Through Home Education and Nursing Assessment, ATHENA (N/R) Experimental—RCT | HIV/AIDS | Cultural appropriateness New population New community | European, African and Hispanic individuals with a high prevalence of substance abuse and mental illness for whom ARV therapy was prescribed in the northeastern USA | Patients living with HIV/AIDS receiving ARV therapy from the Hunan China CARES clinical program in rural south central China | Castro’s cultural adaptation |
Baydala, 2014 [92] | Life Skills Training, LST (Nimi Icinohabi) Quasi-experimental design | Substance abuse | Cultural appropriateness New population | Elementary, middle, and high school students, including ethnic minority youth in the USA | Aboriginal school-age children in Central Alberta, Canada | N/R |
Broning, 2014 [93] | Strengthening Families Program for Parents and Youth 10–14, SFP 10–14 (Familien Stärken) Experimental—RCT | Substance abuse | Cultural appropriateness New community | Adolescents aged 10–14 and their caregivers in rural economically deprived regions in Iowa, USA | Adolescents aged 10–14 and their caregivers in socially deprived urban districts in Hamburg, Schwerin, Hanover and Munich, Germany | N/R |
Cariou, 2014 [94] | Pool Cool (no change) Non-experimental | Skin cancer | New population Implementation ease/feasibility | Aquatics instructors, kids aged 5–10, parents and other pool users in Hawaii and Massachusetts, USA (Glanz [95]) | Children and adolescents aged 2–17 enrolled in swim lessons at the Payette Municipal Pool, rural Idaho, USA | N/R |
Reback, 2014 [96] | Gay-specific cognitive behavioral therapy, GCBT (Getting Off: A Behavioral Treatment Intervention for Gay and Bisexual Male Methamphetamine Users) Experimental - RCT | Methamphetamine use/HIV | New community | Methamphetamine-using gay and bisexual men in a controlled clinical setting in the USA | Methamphetamine-using MSM in a community-based HIV prevention setting in Los Angeles, CA, USA | N/R |
Riggs, 2014 [32] | Family Overweight: Comparing Use of Strategies, FOCUS (Family Wellness Program, FWP) Non-experimental | Pediatric obesity | Implementation ease/feasibility New community | Obese children and their parents in the USA (Saelens [97]) | Obese children aged 6–12 and their parents in primary care clinics near Seattle, WA, USA | N/R |
Tu, 2014 [98] | Clinic-based educational program to promote CRC screening among Chinese immigrants (N/R) Quasi-experimental | Colorectal cancer screening | New population Implementation ease/feasibility | Chinese immigrant in a community health center in the metropolitan area of Seattle, USA (Tu [99]) | Vietnamese patients of community health centers in the metropolitan area of Seattle, WA, USA | Diffusion of innovations theory |
Reasons for adaptation
Types of modifications
Adaptation characteristics | Studies reporting characteristic k (%) |
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Type of modification | |
Content | 42 (100%) |
Tailoring | 39 (92.9%) |
Adding elements | 30 (71.4%) |
Shortening | 13 (31.0%) |
Removing elements | 12 (28.6%) |
Loosening structure | 10 (23.8%) |
Lengthening | 9 (21.4%) |
Substitution | 7 (16.7%) |
Integrating other approach | 5 (11.9%) |
Reorder elements | 4 (9.5%) |
Integrating intervention | 2 (4.8%) |
Departing | 2 (4.8%) |
Repeating elements | 1 (2.4%) |
Cultural modification | 31 (73.8%) |
Context | 40 (95.2%) |
Population | 33 (78.6%) |
Setting | 29 (69.0%) |
Other | 3 (7.1%) |
Delivery | 26 (61.9%) |
Deliverer | 16 (38.1%) |
Mode/medium | 14 (33.3%) |
Other | 4 (9.5%) |
Training | 16 (38.1%) |
Evaluation | 19 (45.2%) |
Change to core elements | 4 (9.5%) |
Reasons for adaptation | |
Cultural appropriateness | 27 (64.3%) |
Focus on new target population | 25 (59.5%) |
Implement in new community setting | 24 (57.1%) |
Improve ease and feasibility of implementation | 6 (14.3%) |
Make program more widely accessible | 1 (2.4%) |
Condense program | 1 (2.4%) |
Outcomes | |
Implementation | |
Acceptability | 28 (66.7%) |
Fidelity | 22 (52.4%) |
Feasibility | 22 (52.4%) |
Adoption | 20 (47.6%) |
Sustainability | 11 (26.2%) |
Other | 5 (11.9%) |
Behavioral/program | |
Behavior | 30 (71.4%) |
Practice | 9 (21.4%) |
Knowledge | 7 (16.7%) |
Self-efficacy | 5 (11.9%) |
Environment | 4 (9.5%) |
Well-being/health | 3 (7.1%) |
Attitudes | 3 (7.1%) |
Skills | 3 (7.1%) |
Communication | 2 (4.8%) |
Policy | 0 |
Other | 4 (9.5%) |
Individual satisfaction | 11 (26.2%) |
Patterns of adaptation types
Steps in adaptation
Use of adaptation frameworks
Intervention outcomes
First author, year | Adaptation type1 | Specific modifications | Adaptation steps2 | Evaluation outcomes (k = 36) | Modification/adaptation example | |||||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | Content | Context | Delivery | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |||
Reijneveld, 2003 [53] | x | x | x | x | x | Tailoring Adding elements Lengthening Substitution Cultural modification | Population | Deliverer Other | x | x | x | x | x | x | x | x | Acceptability Fidelity | Examples regarding safety excluded cycling because few Turkish immigrants cycle | ||
Komro, 2004 [54] | x | x | x | Tailoring Adding elements Cultural modification | Setting Population | Mode/medium Deliverer | x | x | x | x | x | x | x | x | Acceptability Fidelity | Audiotape vignettes re-taped with African American and Hispanic actors | ||||
Sarkisian, 2005 [55] | x | x | Tailoring Adding elements Lengthening Cultural modification | Setting Population | – | x | x | x | Acceptability | Expanded focus to more explicitly include family members | ||||||||||
Tsey, 2005 [56] | x | x | x | Tailoring Shortening Loosening structure | Setting Population | Mode/medium Deliverer | x | x | x | Acceptability Adoption Sustainability Individual satisfaction | Students interviewed their role models, explaining why they looked up to that person | |||||||||
Villarruel, 2005 [58] | x | x | x | x | Tailoring Adding elements Cultural modification | Population | – | x | x | x | x | x | x | x | x | x | Acceptability Individual satisfaction | Presented the view of machismo that incorporated the values of caring for and protecting others, so condom use could be presented as consistent with machismo | ||
Belanksy, 2006 [59] | x | x | x | x | Tailoring Adding elements Shortening Cultural modification | Setting Population | – | x | x | x | x | x | x | x | x | – | Lessons simplified so that they could be completed during the 1-h classroom period | |||
Hitt, 2006 [60] | x | x | x | Tailoring Loosening structure | Setting Population | – | x | x | x | x | x | x | x | x | Acceptability Adoption Fidelity Feasibility Sustainability Individual satisfaction | Intervention protocols and supporting materials (tools) were tailored for local circumstances | ||||
Somerville, 2006 [62] | x | x | x | x | Tailoring Adding elements Substitution Integrating other approach Cultural modification | Setting Population | – | x | x | x | x | x | x | x | x | x | Acceptability Fidelity Other Individual satisfaction | A variety of successful Latino-focused HIV prevention training programs were integrated into the adapted intervention | ||
NIMH Collaborative HIV/STD Prevention Trial Group, 2007 [38] | x | x | x | x | Tailoring Cultural modification | Other | – | x | x | x | x | x | x | x | x | x | x | Adoption Fidelity Feasibility Sustainability | Specific messages used in training were based on findings that emerged from the ethnography with each site’s populations | |
Tsarouk, 2007 [63] | x | x | Tailoring Removing elements Shortening Substitution Cultural modification | Other | – | x | x | x | x | x | x | Acceptability Feasibility Individual satisfaction | Some of the support behaviors, such as applauding in response to a group member’s participation, were removed because teens said that it is not a natural expression of support in this informal situation | |||||||
Beattie, 2008 [64] | x | x | x | Tailoring Removing elements Shortening Integrating other approach Cultural modification | Setting Population | – | x | x | x | x | x | x | Acceptability Adoption Sustainability | Some sites used a swim camp model, with several days of training provided often on two or three occasions and typically at a central point for families traveling long distances | ||||||
Cornelius, 2008 [28] | x | x | Tailoring Adding elements Removing elements Lengthening Substitution | Setting Population | – | x | x | x | – | Used videos that included information about HIV in older women | ||||||||||
Gitlin, 2008 [30] | x | x | x | Tailoring Adding elements Cultural modification | Setting Population | – | x | x | x | x | x | x | Acceptability Adoption Fidelity Feasibility Sustainability Other Individual satisfaction | Introduction of moment of silence at the beginning of each session to recognize spiritual practices and their importance to participants | ||||||
Lerdboon, 2008 [67] | x | x | Tailoring Adding elements Integrating other approach Cultural modification | Setting | – | x | x | x | x | x | x | x | x | x | Acceptability Adoption Feasibility | Gender-specific components were integrated throughout the curriculum through a story line about an adolescent boy and girl growing up in a fictional Vietnamese family, as well as gender-specific scenarios, activities and messages | ||||
Steiker, 2008 [29] | x | x | Tailoring Adding elements Cultural modification | Setting Population | – | x | x | x | x | x | x | x | Acceptability Adoption Fidelity | Created four new videos, one for each prevention strategy: refuse, explain, avoid and leave | ||||||
Burgio, 2009 [68] | x | x | x | x | x | Tailoring Removing elements Shortening | Setting Population | Mode/medium Deliverer | x | x | x | x | x | x | x | Acceptability Adoption Fidelity Feasibility Individual satisfaction | Reduced number of home visits and shortened time span of the intervention | |||
Fiscian, 2009 [69] | x | x | x | x | Tailoring Adding elements Removing elements Lengthening Reorder elements Integrating other approach Cultural modification | Setting Population | Mode/medium | x | x | x | x | x | x | x | Acceptability Fidelity Individual satisfaction | Modified role-play stories to use African names and settings and simplified scripts to a sixth-grade reading level | ||||
Mueller, 2009 [31] | x | x | Adding elements Lengthening Substitution Loosening structure | Setting | – | x | x | x | x | x | x | Acceptability Feasibility Sustainability Individual satisfaction | Adapted from community agency or after-school programs to be integrated into existing school curriculum | |||||||
Pekmezi, 2009 [70] | x | x | x | Tailoring Cultural modification | Population | – | x | x | x | x | x | x | Acceptability Feasibility Individual satisfaction | Intervention materials and research measures were translated into Spanish through an iterative process involving both translation and back-translation | ||||||
Stevens, 2009 [71] | x | x | x | x | Tailoring Adding elements | – | Deliverer | x | x | x | x | x | x | x | Fidelity | Support teams for caregivers were created | ||||
DePue, 2010 [72] | x | x | x | x | x | Tailoring Adding elements Loosening structure Cultural modification | Setting Population | Mode/medium Deliverer | x | x | x | x | x | x | x | x | x | Adoption Feasibility | Incorporated local cultural features in flipcharts, including quotes from focus groups, culturally relevant examples of healthy behaviors, local sources of stress, and effective local coping strategies | |
Domenech Rodriguez, 2011 [73] | x | x | x | Tailoring Adding elements Loosening structure Cultural modification | Setting Population | Deliverer | x | x | x | x | x | x | x | x | x | Acceptability Fidelity Feasibility Individual satisfaction | Sayings, or dichos, were incorporated generously into treatment manual as parents used them during the parent training sessions | |||
Poulsen, 2010 [39] Vandenhoubt, 2010 [75] | x | x | x | Tailoring Adding elements Substitution Cultural modification | Setting Population Other | Mode/medium Deliverer | x | x | x | x | x | x | x | x | x | x | Acceptability Adoption Fidelity Sustainability Individual satisfaction | Owing to low literacy rates among local adults, drawings were used to illustrate messages that were originally conveyed through text on posters and handouts | ||
Sadler, 2010 [76] | x | Tailoring Adding elements Shortening Reorder elements Cultural modification | Population | Deliverer | x | x | x | – | PowerPoint voice over changed to be in the first person instead of third to inspire comradery and motivation for women battling cancer together through clinical trials | |||||||||||
Rotheram-Borus, 2011 [77] | x | x | x | Tailoring Adding elements Removing elements Shortening Substitution Integrating intervention Repeating elements Cultural modification | Setting Population | Mode/medium Deliverer | x | x | x | x | x | Other | The intervention content and framing was adapted to resonate with Buddhist values and idioms around “sound body and sound mind”, as well as Thai values around the importance of family and community in health and well-being | |||||||
Cardona, 2009 [78] | x | x | x | Tailoring Adding elements Loosening structure Cultural modification | Setting Population | Other | x | x | x | x | x | x | x | x | Acceptability Adoption Fidelity Feasibility Individual satisfaction | Substituted a booster session with a session on “Parenting between two cultures” to add relevance to Latino immigrant families | ||||
Feinberg, 2012 [79] | x | x | x | x | Tailoring Removing elements Integrating intervention Cultural modification | Setting Population | Mode/medium Deliverer Other | x | x | x | x | x | x | x | x | Acceptability Fidelity Feasibility Individual satisfaction | Reframed the focus of the intervention from prevention of depression to learning new skills to deal with everyday stress, with an emphasis on parenting | |||
Parker, 2012 [81] Chen, 2013 [82] | x | x | x | Tailoring Adding elements Removing elements Lengthening Reorder elements Cultural modification | Population | Mode/medium | x | x | x | x | x | Acceptability Adoption Fidelity Feasibility | Created “action plan for sustainability” to link participants with exercise/disease self-management programs in neighborhood | |||||||
Reid, 2012 [83] | x | x | Tailoring Adding elements Departing Cultural modification | Setting Population | Other | x | x | x | x | x | x | x | Acceptability Adoption Fidelity Feasibility Individual satisfaction | Sociocultural norms, values, beliefs, and myths were applied to role-play scenarios and exercises | ||||||
Rosati, 2012 [84] | x | x | Tailoring Adding elements Loosening structure Cultural modification | Setting | Mode/medium | x | x | x | x | x | x | Acceptability Adoption Fidelity Feasibility Individual satisfaction | Added a unit targeting adolescent dating and sexual behavior after conducting focus groups with Thai parents | |||||||
Tomioka, 2012 [85] | x | x | x | x | Tailoring Adding elements Lengthening Cultural modification | Population | – | x | x | x | x | x | x | x | Acceptability Adoption Fidelity Feasibility Sustainability Individual satisfaction | Added opening session with a prayer, a 6-month reunion, and provided certificate of completion | ||||
Danielson, 2013 [33] | x | x | x | x | Tailoring Shortening Loosening structure Departing | Setting Population | Mode/medium | x | x | x | x | Adoption Fidelity Feasibility Other Individual satisfaction | Used a web-based delivery platform instead of small group sessions with 10–12 girls | |||||||
Fasula, 2013 [86] | x | x | x | x | Tailoring Adding elements Shortening Lengthening Loosening structure Cultural modification | Setting Population | Deliverer | x | x | x | x | x | x | x | – | Several intervention elements were added to increase participants’ risk awareness, knowledge, and skills related to substance use, including a group discussion about the pros and cons of substance use, how drugs/alcohol contribute to sexual risk, and strategies for avoiding risk | ||||
Parker, 2013a [88] Parker, 2013b [89] | x | x | x | Tailoring Adding elements Removing elements Shortening Integrating other approach Cultural modification | Setting Population | Mode/medium | x | x | x | x | x | x | x | x | Acceptability Feasibility | Changed delivery from individual to group so there was peer reinforcement content | ||||
Wainer, 2013 [90] | x | x | x | x | x | Shortening Loosening structure | Setting | Mode/medium | x | x | x | x | Acceptability Fidelity Feasibility | Therapists completed the online training program on computers in their homes or in the research lab | ||||||
Williams, 2013 [91] | x | x | x | x | Tailoring Adding elements Cultural modification | Setting Population | Deliverer | x | x | x | x | x | x | x | Adoption | The culturally adapted intervention took a more deliberate and structured approach to including the family in discussion and planning | ||||
Baydala,2014 [92] | x | x | x | Tailoring Adding elements Lengthening Cultural modification | Population | – | x | x | x | x | x | x | x | x | x | Acceptability Adoption Fidelity Feasibility Sustainability | Elders suggested inclusion of lessons that embraced Aboriginal spirituality, such as an activity on healing the worried mind where students were encouraged to take their worried mind to Waka (God/Creator) and engage in wacigebi (prayer) | |||
Broning, 2014 [93] | x | x | Tailoring Cultural modification | Population | – | x | x | x | x | – | Intervention was translated and adapted to German culture, taking into account family-based interventions are especially culture-sensitive regarding role-model behavior, values and norms | |||||||||
Cariou, 2014 [94] | x | x | x | x | Tailoring Adding elements Removing elements | Setting Population | – | x | x | x | x | x | x | x | x | x | Adoption Sustainability Other | Eliminated optional poolside activities and retained the few that were feasible based on available resources | ||
Reback, 2014 [96] | x | x | x | x | x | Tailoring Adding elements Removing elements Shortening Reorder elements Cultural modification | Setting | Deliverer | x | x | x | x | x | x | x | Adoption Feasibility Sustainability | Gay-specific cultural references were updated to maintain cultural relevancy (i.e., exchanging references to telephone dating lines with references to social networking web sites) | |||
Riggs, 2014 [32] | x | x | x | Adding elements Shortening | – | Mode/medium Deliverer | x | x | x | x | x | x | x | Acceptability Fidelity Feasibility | Masters-level research interventionists delivered treatment rather than medical staff | |||||
Tu, 2014 [98] | x | x | x | x | x | Tailoring Removing elements | Population | Deliverer | x | x | x | x | – | In-person education from health educator was deleted |