Feasibility and Acceptability of Spanish-Language Parenting Interventions for Young Children With Developmental Delays.

Safer-Lichtenstein et al. (2023) ran a small RCT in Spain. They asked: can we help Spanish-speaking parents of toddlers with developmental delay feel ready for parent training?

All families first joined a stress-reduction group. Half got a short psychoeducation and support group. The other half got a mindfulness-based stress-reduction group. After that, everyone entered the same behavioral parent-training program.

Researchers tracked how happy parents were with each first step and how many stayed in the study.

Parents liked both stress-reduction formats. They gave high marks for usefulness and respect.

The psychoeducation and support group scored a little higher on overall satisfaction. Drop-out stayed low in both arms, so the full BPT program felt doable.

Magaña et al. (2020) already showed that a stand-alone Spanish parent-education class lifts Latina mothers’ confidence and child social skills. Jonathan adds a twist: run a brief support group first, then move to BPT.

McIntyre (2019) tested a 12-week group parent-training program for developmental delay. It helped child behavior but did not lower parent stress. Jonathan answers that call by placing stress-reduction ahead of BPT.

Valencia-Agudo et al. (2026) looks like a clash. Their online Spanish IY-ASLD program found no benefit for parent stress or depression. The key difference is delivery: online classes after a long wait felt cold, while Jonathan’s in-person warm-up groups felt welcoming. Same families, different feel.

If you serve Spanish-speaking families, start with a short, in-person support group. It takes only a few weeks, costs little, and makes the real parent training easier to swallow. You can use simple slides, share coffee, and let parents talk. The study shows this tiny pre-step keeps families engaged and happy before you teach any behavior skills.