Collaborating with an urban community to develop an HIV and AIDS prevention program for black youth and families.

Saunders et al. (2005) worked with Black families in Chicago to build an HIV-prevention program from the ground up. University staff met weekly with parents, pastors, and block-club leaders for two years. Together they wrote lesson plans, role-plays, and take-home sheets that felt real to city youth.

The team produced CHAMP, a six-week family curriculum that churches and parks could run on their own. The paper walks through each co-design step but gives no outcome numbers. It is a road map, not a score card.

Martinez et al. (2022) takes the same co-design idea and brings it into ABA. Their tutorial tells you how to test visual schedules and behavior plans with Spanish-speaking moms so the plans actually get used. Perez et al. (2015) looked at 42 parent-training studies and found we still do not know if cultural tinkering boosts attendance. CHAMP shows the tinkering process in detail, while the review warns us to check if the extra work changes results. Missiuna et al. (2012) used a UK medical-framework to co-build an OT program. Both papers list the same weekly meeting rhythm, but Cheryl’s team later tracked teacher capacity scores, something CHAMP never did.

You can copy the CHAMP recipe tomorrow. Invite two caregivers, one community elder, and your lead BCBA to your next planning meeting. Let them rewrite your social-story language and choose the clip-art. Pilot the new materials with three families, jot down what they laugh at or skip, and revise on the spot. You will walk away with tools families recognize—and you will know exactly who helped build them.