ENT OF HEA LTH & HU

Technical Assistance Bulletin


Developing Effective Messages and Materials


for Hispanic/Latino Audiences


Hispanics/Latinos in the United States are 

a heterogeneous, complex population 

with rich internal diversity. They constitute a multiSpecial thanks to cultural comAmelie G. Ramirez, munity that is 

Dr.P.H., and the product of 

an ongoing Miguel Baraona, process of major contributors simultaneous 

to the writing of migration from 

this document. many different 

countries, 

including Mexico, Cuba, Puerto Rico, and 

Spain as well as Central American and 

other Spanish-speaking Latin American 

nations. This process of migration, which 

has lasted for decades, presumably will 

last for decades more. 

As indicated by the 1990 Census, the 

Hispanic/Latino community is experiencing a fast demographic expansion—six 

times faster than the general U.S. population. It is not only the fastest growing 

ethnic population in the United States but 

also the youngest. By the year 2000, 

Hispanics/Latinos will make up nearly 11 

percent of the population, with an increasingly large segment of youth. Rapid 

demographic growth has been accompanied by positive educational and economic achievements as well as by a surge 

in social problems affecting the Hispanic/ 

Latino community. 

Numerous studies indicate that substance 

use among Hispanics/Latinos in the 

United States is increasing, particularly 

among youth. This presents new challenges and needs for prevention of 

substance abuse problems among a 

rapidly growing, changing, and diverse 

population. 

Creative and innovative communication 

materials and strategies are needed. How 

can substance abuse prevention education and public information initiatives be 

developed to accommodate the numerous internal distinctions that exist within 

the Hispanic/Latino community? How can 

effective communication occur within a 

community that is neither linguistically 

nor culturally homogeneous? How can 

specific strategies and approaches be 

identified to reach a population that 

includes subgroups with cultural, racial, 

religious, ethnic, linguistic, and socioeconomic differences? 

This bulletin provides information to 

help program planners meet the challenges of communicating effectively with 

Hispanic/Latino audiences. 

RAPED MT

MAN SERVICES • USA 

US DEPARTMENT OF HEALTH AND HUMAN SERVICES 

Substance Abuse and Mental Health Services Administration June 1997 Center for Substance Abuse Prevention 
U.S. Hispanics/Latinos at a Glance


Population: At 24 million, this is the 

fastest growing population sector in the 

United States. Hispanics/Latinos are 

estimated to become the country’s largest 

minority group by the year 2000. 

Age: Hispanics/Latinos are younger than 

the national average with one in three 

presently under age 15. In the general 

population, this proportion is one in five. 

Citizenship: Approximately 60 percent 

of Hispanics/Latinos living in this country 

are U.S. citizens. 

Income: More than 70 percent of Hispanic/Latino families live above 

the poverty line, although 4 of every 

10 Hispanic/Latino children remain 

impoverished. 

Health insurance: Hispanics/Latinos 

constitute the most highly employed 

minority. Almost two-thirds of Hispanic/ 

Latinos are covered by health insurance, 

but more than one-third are without 

basic coverage. 

Education: Hispanics/Latinos are making progress in educational 

attainment yet remain the population 

segment with the lowest average 

educational level. 

Language: Nearly 95 percent of Hispanics/Latinos consider it very important to 

maintain their language and culture. 

Almost 70 percent of Hispanics/Latinos 

over age 5 still speak Spanish at home. 

Health status: The Hispanic/Latino 

population has a life expectancy 

approximately 3 years longer than the 

total population (79.1 for Hispanics/ 

Latinos; 75.4 for the total population in 

1990). Health status trends indicate 

improvements in infant mortality rates 

among certain Hispanic/Latino subgroups, lower smoking prevalence rates 

among adults, and increases in breast and 

cervical cancer screenings among women. 

Key areas of health concern for Hispanics/Latinos include preventing diabetes, 

adolescent pregnancy, tuberculosis, HIV 

infection, violence, and obesity as well as 

increasing access to primary health care 

services. 

Sources: 1990 U.S. Census; U.S. DHHS’s 1992 and 

1993 National Household Surveys on Drug Abuse; 

TODOS’s 1993, Recommendations to the Surgeon 

General To Improve Hispanic/Latino Health. 

Follow the Health 

Communication Process 

It is important that any communication programs and materials designed to reach Hispanic/Latino audiences with substance abuse 

problem prevention messages are based on 

proven health communication principles, 

reflect and respond to cultural diversity, and 

attain cultural competence. These principles 

are embodied in the six-stages of the health 

communication process: planning and strategy selection, selecting messages, materials, 

and channels, developing materials and 

pretesting, implementation, assessing effectiveness, and feedback to refine the program. 

Cycling and recycling through the stages will 

also help ensure cultural competence through 

the application of academic and interpersonal 

skills that allow for an increased understanding and appreciation of cultural differences 

and similarities within, among, and between 

groups. Note that achieving cultural competence requires a willingness and ability to 

draw on community-based values and traditions, and to work with knowledgeable 

persons from the targeted community or 

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The Health Communication Process


1. Planning and Strategy 

Selection 

2. Selecting Messages, 

Materials, and Channels 

3. Developing Materials 

and Pretesting 

4. Implementation 

5. Assessing Effectiveness 

6. Feedback To Refine 

Program 

population in developing strategies, messages, and materials. 

Research the Problem 

Begin the health communication planning 

process with research to ensure that efforts to 

reach the target population have an impact on 

the substance abuse problems that are addressed. 

Gather information about the Hispanic/Latino 

population from many sources. Review the 

literature on the target audience. Identify 

national, regional, and local studies that can 

help explain the health, social, and other risk 

factors related to the substance abuse problems in the Hispanic/Latino community. 

Identify any gaps in information. If necessary, 

gather new data about the segment of the 

population that the prevention messages are 

intended to reach. 

Involve prevention experts, opinion leaders, 

and other influential individuals in the Hispanic/Latino community to help identify the 

problem and the target audience segments for 

the prevention program. Talk with members

 Planning

 and

 Strategy

 Selection 

Selecting, Messages, 

Materials, and 

Channels

 Developing

 Materials

 and

 Pretesting 

Implementation 

Stage 1 

Stage 2 

Stage 3 

Stage 4 

Assessing 

Effectiveness 

Stage 5 

Feedback 

To Refine

 Program 

Stage 6 

of the target audience. Involve them in 

discussions about substance-abuse-related 

concerns, needs, and issues. Ask them how 

they obtain information, what they see as the 

barriers to communicating about substance 

abuse problem prevention, and what factors 

make receiving and acting on prevention 

messages easier. 

Define the Audience 

When program planners simply target “the 

Hispanic/Latino community,” their efforts may 

fail. Instead their research should make it 

possible to target specific segments of this 

community for prevention messages. Remember that the more specific the segment of the 

community targeted, the more successfully the 

target audience can be reached. 

To develop a profile of the target audience, 

consider factors such as: 

■ Age and gender 

■ Geographic location 

■ Educational attainment 

■ Socioeconomic level 

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■	 Health status 

■	 Religious practices 

■	 Knowledge, attitudes, beliefs, and 

behaviors related to substance abuse 

■	 Cultural norms and values 

■	 Channels of communication 

■	 Reasons for immigration and immigration 

status 

■	 Degree of acculturation 

■	 Intergenerational issues 

■	 Literacy levels. 

There are many ways of segmenting the 

Hispanic/Latino community. For example, 

a substance abuse problem prevention program could be targeted to: 

■	 Hispanic/Latino community leaders or 

Spanish-language news media 

■	 Hispanic/Latino subgroups (e.g., recent, 

Mexican American immigrants, Cuban 

American adolescent males) 

■	 Low-income Hispanic/Latino women, 18 

to 25 years old, at risk for substance abuse 

■	 Hispanic/Latino youth ages 9 to 13, and 

their families (an audience that has 

achieved even greater importance with 

today’s rapidly changing youth culture) 

■	 Spanish-speaking migrant farmworker 

populations. 

Develop a Relevant Message 

To reach and have a significant impact on 

Hispanic/Latino audiences, develop an appropriate and culturally relevant message that is 

based on thorough knowledge and understanding of the audience and the community. 

Given the diversity of the Hispanic/Latino 

community, regional and local research is 

essential to the development of prevention 

messages. 

Work With Community Leaders 

Community gatekeepers (e.g., health care 

providers, chamber of commerce members, 

public personalities, leaders in daily contact 

with the community) can help explain local 

conditions and issues, which can vary widely 

depending on local problems, perceptions, 

assets, and resources. They can also help 

develop messages and materials that will be 

successful in reaching specific segments of the 

Hispanic/Latino community. Research and 

direct consultation with members of the target 

audiences and with those who can reach and 

influence them are necessary to establish the 

content of messages and the form of materials. 

Involve the Target Audience 

Testing assumptions and ideas for specific 

prevention messages, formats, and languages 

to use by involving members of the target 

audience in discussions is essential. Obtain 

their reactions to ideas, sketches, scripts, and 

other materials in development. Coordinate 

with local projects and agencies that are 

producing materials for the Hispanic/Latino 

community. Close cooperation and an exchange of materials and experiences can 

improve understanding of the audience and 

result in more targeted and effective prevention messages and materials. 

In addition to developing targeted and relevant messages that appeal to specific segments of the Hispanic/Latino community, 

producing prevention materials that express 

basic messages using global images and icons 

that have meaning for all Hispanics/Latinos is 

also important. Efforts to discover commonalities linking the daily life experiences of 

Hispanic/Latino people living in different 

geographical areas and under different local 

conditions may broaden the reach of prevention messages. Such efforts may also be costeffective. 

4 
Four Communication Programs


Targeting Hispanics/Latinos*


1.The Inside Story Project 3. The Substance Abuse and Media 

Project University of New Mexico School 

of Medicine, Albuquerque, NMUniversity of Arizona Rural Health 

Office, Somerton and Nogales, AZ Target audience: Low-income, 

Hispanic/Latino women, 18 to 25 Target audience: Young people 

years old, at risk for substance use Project focus: Teaches students skills 

Project focus: Discourages the use ofthey need to prepare messages on 

alcohol, tobacco, and drugs duringdrug use prevention for other youth 

pregnancy through audio and visuallike themselves. 

prevention materials. 

4.The ¡Mirame! Look at Me! Project 

2.La Esperanza del Valle Project University of Texas Health Science 

University of Washington, Yakima Center, San Antonio, TX 

Valley, Granger, WA Target audience: Young Hispanics/ 

Target audience: Mexican AmericanLatinos ages 9 to 13 

migrant farmworkers Project focus: Teaches young people 

Project focus: Promotes substancethe life skills they need to avoid 

abuse education and preventionalcohol, tobacco, and drugs, through 

through telenovelas, radionovelas, anduse of a video-based curriculum. 

fotonovelas (soap operas for 

television, radio, and print media).

*Funded by the Center for Substance Abuse 

Prevention, Substance Abuse and Mental Health 

Services Administration, U.S. Department of 

Health and Human Services 

Lessons Learned from National 

Programs 

The following recommendations reflect 

lessons learned from national campaigns and 

communication programs that have targeted 

Hispanics/Latinos: 

■	 Always avoid stereotypes. 

■	 Promote respect for elders and promote 

interest in disappearing traditions. 

■	 Listen to and respect youth and promote 

this attitude among Hispanic/Latino 

parents. 

■	 Facilitate sharing and discussion of 

experiences. 

■	 Build on the strengths of the Hispanic/ 

Latino community and its cultural values. 

■	 Promote the importance of extended 

kinship (grandparents, uncles, aunts, 

cousins) in family relations. Also promote 

nonfamily forms of close integration 

between individuals, such as 

“compadrazgo” (a person who supports 

you as a friend; could be similar to a 

child’s godparents) and friendship. 

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■	 Promote communal values and neighborly 

attitudes such as “barrio” (specific area in 

the community and/or neighborhood) 

fiestas and traditions; and in general 

support all forms of extended social 

networking that are central to Hispanic/ 

Latino culture. 

■	 Encourage general civic values, but also 

support all practices and events that 

promote ethnic cultural pride and higher 

self-esteem among Hispanics/Latinos. 

■	 Praise and use as role models particular 

contemporary and historical heroes and 

figures who are of specific significance for 

each Hispanic/Latino subgroup. 

■	 Highlight Hispanic/Latino contributions in 

the development of the American nation 

and in the emergence of world civilization. 

Determine the Form Materials 

Should Take 

Even if a message is developed and has a 

target population well motivated and interested in the type of material and information 

to be disseminated, this alone may not be 

sufficiently powerful to ensure success. 

Always keep in mind: 

■	 Form should not be considered secondary 

to content. If the message 

is not presented in a form (style, 

vocabulary, voice, story line) that 

is clear and attractive, the content 

(concepts, values, perspective) of 

the materials may be misunderstood 

or simply disregarded. 

An appealing form enhances the content of 

messages. 

■	 Materials should be informative as well as 

appealing. If materials are simply attractive 

and entertaining without being truly 

educational, they will not help to achieve 

program goals. 

■	 Modern culture is increasingly influenced 

by television and other visual media. 

Visual images also offer a good 

opportunity to reverse stereotypes. 

■	 Identify appropriate visual images and 

cultural symbols. During developmental 

stages and before launching visual 

materials, use working groups as well as 

focus groups to pretest the materials. 

■	 Good humor and jokes can be used 

successfully in visual images to 

communicate serious messages. In fact, 

cartoons are often a powerful form for 

delivering prevention messages. But care 

must be taken to use humor in a way that 

is appropriate and sensitive to the cultural 

context. 

Use Appropriate Language 

Because Hispanics/Latinos constitute an 

essentially bilingual community, issues of 

linguistic competence and language use are of 

prime importance for those involved in 

prevention aimed at this sector of the U.S. 

population. 

All English, All Spanish, or Bilingual? 

There is no universal answer. Some communicators feel that all documents should be 

bilingual. Others argue that strategic market 

segmentation is a more effective strategy for 

distribution. Here are some guidelines: 

■	 Adapt materials to better fit the needs and 

specificities of Hispanics/Latinos. Develop 

and write the text in both English and 

Spanish for bilingual materials. Do not 

rely on translations of the English text. 

■	 Consider providing both English and 

Spanish texts in one document. Cut the 

length of written English materials by half 

so that there is room to write it in both 

languages. 

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■	 Look for alternatives to print materials; 

use oral messages in both languages 

whenever possible. 

■	 Write messages in English clearly and 

simply for readers who are just learning 

the language. 

Remember that the language level of new 

immigrants is usually unknown, which makes 

it difficult to know how best to target this 

population. Research in this area is needed to 

establish more realistic programs with regard 

to the use of Spanish and English in materials 

for Hispanics/Latinos. 

Readability 

What should be done if audience members 

speak mainly Spanish but do not read 

it? What if they read both English and Spanish 

but are truly literate in neither? 

Here are some strategies for enhancing 

readability: 

� Use readability formulas, such as the 

SMOG formula or Gunning’s Fog index. 

� Develop materials at the appropriate 

literacy level of the audience. 

� Make written materials as brief and clear 

as possible. 

� Keep the use of technical jargon to a 

minimum. 

� Accompany written material with good 

visual material. Ideally, the reader should 

be able to draw meaning from every 

picture. 

� Explore images and symbols that 

communicate pan-Hispanic/Latino 

concepts. Some of these can be global 

cultural icons derived from nature, food, 

and celebrations. 

� Use a type size large enough to be easily 

read. 

Hispanic or Latino? 

When is it appropriate to use which term, and 

when should both be used? For national 

materials, such as this bulletin, the combination “Hispanic/Latino” is probably the most 

appropriate and acceptable term. But realize 

that this practice may not be as effective at 

the local level. If materials are aimed at a local 

audience, carry out research locally to determine with which identity, which term, people 

feel more comfortable. Another viable way of 

referring to people is by the language they 

speak (e.g., Spanish-speaking people, Navajospeaking people). A good working principle: 

Be as specific as possible to reach the majority of the target audience. 

Colloquialisms 

In general, many factors determine the different contexts in which either colloquialisms or 

formal Spanish may be used. If a targeted 

group constitutes a very wide audience (State 

and national levels), Spanish messages should 

be more formal and standard. 

Although there seems to be no consensus on 

whether colloquialisms should be used, many 

professionals oppose their use, both in 

written and oral materials. Common voices 

are difficult to achieve given the wide variety 

of Spanish colloquialisms used among Hispanics/Latinos. Common wisdom suggests 

that it is best to approach each case separately without attempting to apply a formula 

mechanically. Ask members of the target 

group about specific local or regional dialect 

expressions that may be used in more informal conversations. 

Examples of colloquialisms: 

Regional examples: “troka” (truck), “parkear” 

(parking), “carpeta” (carpet), “marketa” 

(market), “bueno bye” (good bye) 

Reasons to use colloquialisms: 

■	 Careful use of certain colloquialisms 

makes verbal messages more realistic and 

thus more credible. 

7 
■	 Certain colloquialisms, such as terms of 

endearment, may be more universal/or 

useful. 

■	 Colloquialisms can be more freely used 

when they are part of a local message 

intended for a local audience. 

Reasons to avoid using colloquialisms: 

■	 Many Hispanic/Latino audiences consider 

colloquial language derogatory. 

■	 Colloquialisms tend to stress differences 

among Hispanics/Latinos rather than 

emphasize linguistic and cultural 

commonalties. 

■	 When using colloquialisms, be careful not 

to use them in a way that reinforces 

stereotypes sometimes used in the 

mainstream media to depict Hispanics/ 

Latinos. 

Plan Ways To Put Materials Into 

the Community 

To get messages across and to promote and 

distribute materials successfully, choose 

appropriate channels of communication and 

methods of outreach to the target audience. 

Strategies for planning successful outreach 

activities to Hispanic/Latino groups include 

the following: 

■	 Plan and design the outreach process 

carefully, making sure local leaders and 

gatekeepers are involved. 

■	 Promote and make good use of the 

positive family and communal values that 

are central to traditional Hispanic/Latino 

culture. 

■	 Respect local and generational characteristics, but place special emphasis on 

promoting those basic historical and 

cultural foundations that unite all 

Hispanics/Latinos. Take advantage of 

the links that bind the individual to the 

family, the family to the community, and 

the community to the country. 

Appropriate Methods of Outreach 

Outreach methods and procedures should be 

tailored to cultural and generational differences. To ensure that messages get out to the 

Hispanic/Latino audience 

■	 Learn who the real leaders and gatekeepers of the community are, gain their 

support, and get them to work collaboratively. Then, let local leaders and 

gatekeepers speak for and to their local 

communities. 

■	 Use creative strategies to involve local 

leaders and target audiences. For 

example, in certain cases, men can be the 

channel for reaching women, other 

relatives, and peers. 

■	 Work with organizations/institutions 

with programs that focus on family in 

implementing the outreach process. For 

example, clinics, day care centers, and 

women’s organizations can be of great 

value for outreach purposes. 

■	 Consider seriously organizations used by 

the general population, such as churches 

and hospitals. However, churches and 

hospitals are not always good intermediaries. It depends on local conditions 

that can vary greatly from one location or 

community to another. 

■	 Include viable intermediaries and 

gatekeepers such as teachers, pharmacies, 

recreation and civic associations, fiestas, 

coaches, sport teams, corporate leaders, 

the media, health care providers, lay folk 

healers “curanderos,” and Hispanic/Latino 

elected officials. 

■	 Use mass communication media, 

including television, radio, VCRs, CDs, 

newspapers, and magazines. 

■	 Use community access television and 

interactive technology as an outreach tool. 

■	 Work with “promotoras.” These are active 

members of a Hispanic/Latino community 

who work in close and direct contact with 

the target population in promoting values 

8 
and preventive measures. “Promotoras” 

are lay people who receive instruction in 

the art and ways of promoting safe and 

successful attitudes toward the more 

immediate and pervasive health 

challenges and dangers faced by the 

Hispanic/Latino community. They work at 

the grassroots level and are probably the 

most effective type of intermediary. 

Several Latin American countries have 

successfully experimented with this type 

of intermediary action. 

Media Channels for Reaching Hispanic/ 

Latino Groups 

Mass media channels offer many opportunities for reaching Hispanic/Latino audiences. 

For effective delivery of messages, consider 

the following: 

■	 Videos in Spanish seem particularly 

viable. Recent studies indicate that most 

Hispanic/Latino households in the United 

States have VCRs. The U.S. market for 

videos in Spanish is also rapidly 

expanding. 

■	 Novelas (soap operas) are of paramount 

importance in modern Hispanic/Latino 

culture. An effort should be made to 

incorporate implicit prevention messages 

in novelas. 

■	 Talk shows are becoming popular among 

Hispanic/Latino audiences. 

Because repetition of a message is essential 

for reinforcement, ensuring that the audience 

receives long-term exposure to materials 

assumes strategic importance. But the high 

cost of developing materials for distribution 

and of their repeated exposure through mass 

media, especially television, should be considered before deciding to reach Hispanic/ 

Latino audiences through such channels. 

Distribution and marketing of Hispanic/Latino 

media materials have yet to be well defined 

and improved. 

Evaluate the Effectiveness of 

Messages and Materials 

The ability to pique the target population’s 

interest is not proof that the materials are 

successful. To be effective, products not only 

must be appealing, but they must also be 

understood. Above all, they have 

to elicit some kind of action. 

In testing whether the materials meet these 

objectives, methodologies based on social 

marketing approaches can be of great value: 

1. Conduct preliminary formative research to 

determine the needs of the target population 

and the best means to reach this audience. 

2. Develop and pretest the appropriate 

message and materials. 

3. After disseminating and promoting the 

materials, conduct an evaluation to determine 

the results or outcomes of the prevention 

messages. 

To assess the impact of the materials on 

people’s daily lives and the value and relevancy of the materials to individuals and 

their families, ask: 

■	 Who is using the material? Are they a part 

of the target group? 

■	 How is the material being used? Is this the 

way it was intended to be used? 

■	 Is the effort prompting the target audience 

to do anything different? If so, what? If 

not, why not? 

Even when resources are limited, it is possible 

to incorporate into the evaluation plan collecting data, pretesting with focus groups, and 

monitoring implementation of program goals 

and objectives. 

The evaluation methods and process selected 

depend not only on the resources available 

but also on cultural considerations. Care 

should be taken to build in appropriate 

resources for evaluation. But even greater 

care should be taken to select and apply 

evaluation methods and tools that are sensi9 
tive to cultural and other factors specific to 

the Hispanic/Latino community. For example, 

designing a survey instrument that requires 

written responses may not be useful or 

effective in evaluating the results of prevention messages with recent Hispanic/Latino 

immigrant groups with low levels of literacy. 

It may also indicate a lack of cultural sensitivity by the evaluator. 

Evaluation results will enable the reassessment and refinement of ongoing health 

communication planning efforts to ensure that 

the substance abuse problem prevention 

messages and materials developed for Hispanic/Latino audiences are increasingly 

relevant and more effective. 

Reference/Resources 

Center for Substance Abuse Prevention 

(CSAP). Hispanic Americans Prevention 

Resource Guide, 1992. Available from the 

National Clearinghouse for Alcohol and Drug 

Information (NCADI). 

Center for Substance Abuse Prevention. 

Technical Assistance Bulletins. The following 

titles in the series are especially relevant and 

are available from NCADI: 

Identifying the Target Audience, 1997. 

A Key Step In Developing Prevention

Materials Is To Obtain Expert and

Gatekeeper Reviews, 1994.

Pretesting Is Essential; You Can Choose 

From Various Methods, 1994. 

You Can Avoid Common Errors As You 

Develop Prevention Materials, 1994. 

You Can Prepare Easy-To-Read Materials, 

1994. Provides information on how to 

apply the SMOG readability formula. 

You Can Use Communications Principles 

To Create Culturally Sensitive and Effective 

Materials, 1994. 

Center for Substance Abuse Prevention. 

Cultural Competence Series. The Challenge of 

Participatory Research: Preventing AlcoholRelated Problems in Ethnic Communities, 

1995. Available from NCADI. 

Center for Substance Abuse Prevention. 

Cultural Competence Series. A Hispanic/ 

Latino Family Approach to Substance Abuse 

Prevention, 1995. Available from NCADI. 

Center for Substance Abuse Prevention. 

Hispanic/Latino Natural Support Systems. 

Implementation Guide, 1995. Available from 

NCADI. 

Hernandez, S., Newman L. The choice of 

language when advocating to Hispanics. 

Business Link 1990; Winter. 

National Clearinghouse for Alcohol and 

Drug Information (NCADI), P.O. Box 2345, 

Rockville, MD 20852, (301) 468-2600 or 

(800) 729-6686, TDD (800) 487-4889.

Internet World Wide Web address: http://

www.health.org. Provides information on

substance abuse research literature, programs,

and educational materials.

National Coalition of Hispanic Health and 

Human Services Organizations (COSSMHO), 

1030 15th Street, NW, Room 1053, Washington, DC 20005, (202) 387-5000. 

National Council of La Raza, 20 F Street, NW, 

2nd Floor, Washington, DC 20001, 

(202) 628-9600. 

National Hispanic Families Against Drug 

Abuse, 1511 K Street, NW, Suite 1026, Washington, DC 20007, (202) 393-5136. 

Office of Cancer Communications, National 

Cancer Institute. Clear and Simple: Developing Effective Print Materials for Low-Literate 

Readers, 1994. To order contact NCI’s Cancer 

Information Service at 

1-800-4-CANCER. 

Office of Cancer Communications, National 

Cancer Institute. Making Health Communication Programs Work: A Planners Guide, 

1989. Provides information on all aspects of 

10 
health communications including readability 

and pretesting. To order, call 

1-800-4-CANCER. 

Together Organized Diligently Offering 

Solidarity. Todos Organizados Diligentemente 

Ofreciendo Solidaridad (TODOS). Recommendations to the Surgeon General To 

Improve Hispanic/Latino Health, June 1993. 

U.S. Department of Health and Human 

Services. National Household Survey on 

Drug Abuse: Population Estimates 1992. 

Available from NCADI. 

U.S Department of Health and Human Services. National Household Survey on Drug 

Abuse: Population Estimates 1993. Available 

from NCADI. 

This technical assistance bulletin synthesizes the discussion of a CSAP Communications Team 

Plans Board meeting on Developing Materials for Hispanic Audiences held June 17, 1994. The 

meeting participants, who included outside experts, CSAP staff, and contractors, were as 

follows. 

Amelie Ramirez, Dr.P.H., Chair Javier Cordova Ruth Marshall 

Miguel Baraona, Recorder Flo Dwek Armando Pollack 

Ana Anders Mary Ann Eklund Luisa Pollard 

Arminda Ayala Ricardo R. Garcia Marisabel Sanchez 

Linda Bass Clarice Leslie Ruth Sanchez-Way, Ph.D. 

Lynda Bergsma Jacquelyn Lowery Patricia A. Wright, Ed.D. 

Marie Concepcion Ana Macias, Ph.D. 

11 
Please feel free to be a “copy cat” and 

make all the copies you want. 

You have our permission! 

Developed and Produced by the CSAP Communications Team. 

Patricia A. Wright, Ed.D., Managing Editor. 

Joan White Quinlan, M.A., CSAP Project Officer 

Distributed by the National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, 

Rockville, MD 20852. 

This bulletin is one in a series developed to assist programs that are working to prevent substance 

abuse problems. We welcome your suggestions regarding information that may be included in 

future bulletins. For help in learning about your audience, developing messages and materials, and 

evaluating communication programs, contact the CSAP Communications Team, 7200 Wisconsin 

Avenue, Suite 500, Bethesda, MD 20814-4820, (301) 941-8500. 

12