Modular treatment designs enable interventionists to adapt intervention content to individual clients, a process referred to as individualization. Little is known about individualization processes and its effects on outcomes in early childhood services. This exploratory study investigated individualization processes undertaken by Early Head Start home visitors as they provided Little Talks, a modularized book-sharing intervention for families. It also examined the effect of individualization on parent involvement in early learning activities. Two indicators of individualization were calculated in this study: (a) the proportion of change in the Little Talks’ lessons sequence and (b) the pace of delivery. Findings showed that most home visitors individualized Little Talks, with the most frequent change being the repetition of lessons. Exploratory regression analysis showed an inverse relationship between home visitors’ individualization behavior and parent involvement, highlighting the need to examine the quality of individualization. Implications for advancing the implementation and study of individualization processes in home visiting are discussed.

模块化治疗设计使干预者能够根据个体客户调整干预内容，这一过程称为个性化。关于个体化过程及其对幼儿服务结果的影响知之甚少。这项探索性研究调查了 Early Head Start 家庭访客在提供 Little Talks 时进行的个性化过程，这是一种模块化的家庭图书共享干预措施。它还研究了个体化对家长参与早期学习活动的影响。本研究计算了两个个性化指标：(a) Little Talks 课程顺序的变化比例和 (b) 交付速度。调查结果表明，大多数家庭访客都将 Little Talks 个性化，最常见的变化是重复课程。探索性回归分析显示家庭访客的个性化行为与父母参与之间存在负相关关系，突出了检查个性化质量的必要性。讨论了推进家访中个性化过程的实施和研究的意义。