Help! Using Interpreters for Valid and Compliant Evaluations Shellie Bader, MA, CCC-SLP CSHA Convention April 2016 MS 59

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1 Help! Using Interpreters for Valid and Compliant Evaluations Shellie Bader, MA, CCC-SLP CSHA Convention April 2016 MS 59 Disclosure/Nondisclosure Information I have the following relevant relationships to disclose: I have no financial relationship in regards to this presentation Non-financial relationship CSHA Member, District 6 Advisory Committee Member, STAR (State Advocate for Reimbursement) and CSHA Convention 2016 Social Committee Co-Chair Participant Outcomes Discuss the importance of working with interpreters for assessment of bilingual clients Describe the desired qualifications of the interpreter and roles and responsibilities of the SLP for bilingual speech and language assessment Learn the BID (Briefing, Interaction and Debriefing) process used to prepare and conduct a bilingual assessment Do We Have to Use an Interpreter? What if a child tells you he only speaks English? What if you don t have a trained interpreter? What if the parent tells you they want the child tested in only one language? What if the parent questionnaire indicates another language spoken at home but the child language is English? 1

2 Why Use an Interpreter? ASHA Code of Ethics IDEA Mandates Clinical Implications Most SLPs are not bilingual! ASHA Code of Ethics and Recommendations Interpreters may be trained to administer the activities and transcribe the student's responses. Allow ample time to prepare the interpreter for his or her role during the exchange. This is especially critical during testing situations The ASHA Position Statement Clinical Management of Communicatively Handicapped Minority Language Populations states that interpreters or translators can be used with minority language speakers when the following circumstances exist: when the certified speech-language pathologist or audiologist on staff does not have the recommended competence to provide services to speakers with limited English proficiency Following the ASHA Code of Ethics We will make fewer misdiagnoses We will avoid mislabeling our typically developing EL students as having language disabilities We will honor our student s linguistic and cultural identities We will correctly identify whether a student has a language difference or a language disorder! IDEA Mandates that Assessment materials and procedures should not be racially or culturally discriminatory Assessment materials or procedures should be provided in the student s native language Determination of eligibility and services should not be based on one procedure alone And IDEA does not require that standardized measures be used 7 2

3 Clinical Implications If a bilingual SLP is not available, we must collaborate with an interpreter to meet federal law Standard guidelines for use of interpreters does not exist for education or the health professions Information for this presentation was gathered from ASHA recommendations and the National Association of School Psychologists Considerations for the Assessment Process Using Standardized Tests Alternative forms of assessment Working with an Interpreter The BID Process 10 Standardized Assessment Measures Standardized Tests assume Provide quantitative data such as percentile ranks and standard scores Pitfalls for English Learners: Very few standardized tests in most languages Standardized tests are developed from a Western, literate, middle class framework Our commonly used Spanish standardized tests are rarely normed using a bilingual population Clients will Cooperate Be comfortable with an unfamiliar adult and willing to engage and talk with that person Be proficient in verbal display of knowledge Understand and successfully perform artificial, sometimes unfamiliar tasks (such as fill in the blanks)

4 English Learners may not recognize: Standardization Issues American fruits and vegetables New technology terms Football vs. soccer Seasons and holidays Snow and weather terms Idioms and expressions Most standardized tests do not include English Learners in their norming samples It s ok to modify or translate a test but You cannot report an official score for a standardized text if you are translating it from English You can only use the translated test as an informal measure Modifying a Standardized Test Give instructions in the first language and in English Rephrase confusing instructions Give additional examples and demonstrations Provide extra time for the student to answer Repeat items when necessary Check the Administrator s Guide for answers typically given by English Learners Modifying a Standardized Test If the child gives a wrong answer, you may ask him/her to explain it and record the explanation score it as correct if it would be correct in the child s culture You may omit biased items the client will probably miss Test beyond the ceiling Complete the assessment in several sessions Count answers as correct when student responds in either language (Goldstein, 2000; Wilson, Wilson, & Coleman, 2000; Wyatt, 2002)

5 What should we do instead of or in addition to Standardized Tests? Use observations in multiple settings Talk to parents, teachers and others who know the child Is the child developing differently than siblings, cousins, neighbors? Is this child struggling a great deal more than other students in the class/grade? Use a team approach for a comprehensive assessment whenever possible Don t Forget about Dynamic Assessment Pre-test, Teach, Re-test What skills does the child possess? What is his or her learning potential? Your MOST powerful and valid assessment tool in determining language difference versus language disorder 17 When you need to assess in both languages How to effectively use an interpreter Desired Qualifications of Interpreters in Assessment High degree of oral proficiency in both languages and ability to navigate between them Good auditory memory skills Sensitive to dialectical and cultural differences Provided by the organization 19 5

6 Desired Skills of Bilingual Interpreters Ability to follow SLP instructions Ability to act as a bridge to facilitate interaction between SLP and client Ability to work with the SLP over time to establish a familiar working relationship An Effective Interpreter will be guided by the SLP to Learn and become familiar with vocabulary unique to the community and program Ask for clarification Provide specific accurate interpretations Remain neutral Respect confidentiality Maintain an ongoing dialog with the SLP Roles and Responsibilities of the SLP Select an interpreter who can be trained to meet the qualifications, skills and knowledge required for effective interpretation Prepare the interpreter, document successful strategies and use the BID process Watch for verbal and non-verbal cues from both the child and the interpreter to ensure validity of the assessment process Follow the ASHA Code of Ethics and Guidelines Interpreters may be trained to administer activities and to transcribe student responses It is critical to prepare the interpreter for his/her role, especially in assessment situations An interpreter who is well-prepared will provide you with the most valid information! 6

7 Langdon/Cheng recommendations for working with interpreters The BID Process Review the purpose of the meeting and discuss potentially sensitive issues. Discuss technical information that will be addressed Train the interpreter to assist with administration of tests. Give them opportunity to practice At beginning of the meeting, introduce yourself and the interpreter. Use plain English to explain what you will be doing. Talk to the client and not the interpreter. Use brief sentences and normal rate of speech. Pause regularly to that the interpreter can convey the information. Briefing Be Prepared! Interaction A Valid Assessment Process Debriefing Review the Details Together Briefing BRIEFING Be Prepared What to Do Before the Assessment Establish seating arrangements Provide overview of assessment purpose, session and activities Review child behaviors and characteristics that may impact assessment. Discuss plans in case there is a lack of cooperation Discuss issues of confidentiality and it s boundaries 27 7

8 Briefing Provide protocols, interviews, language sample materials in advance so that the interpreter can become familiar with them Discuss technical terms and vocabulary ahead of time so that the interpreter may ask questions to verify concepts Review how to translate precisely especially client errors and differences in sentence structure, style, grammar or imprecise vocabulary Briefing Discuss cross-cultural perspectives. The interpreter may provide the SLP with pragmatic rules consistent with the student s background No hints! Help your interpreter to understand the importance of limiting non-verbal cues that may impact assessment results, such as hand gestures or vocal variations Briefing Briefing Remind your interpreter to take notes on the student s responses Develop an agenda for the assessment session and review it with together Record the assessment session If using formal assessment instruments in the student s first language, review the process to maintain validity Remember that the interpreter is your partner and your goal is to have a comfortable rapport with one another!

9 Interaction Welcome and introduce participants and get comfortable together INTERACTION A Valid Assessment Process What to Do During the Assessment Tell the client about the roles of you and your interpreter Speak directly to the client avoiding the Ping-Pong effect of darting your eyes between the interpreter and student 33 Interaction Interaction For formal assessments, the interpreter administers test items and interacts directly with the student Sometimes the assessment will take place primarily in English and then the interpreter will need to be readminister some test items in the student s primary language Speak in short, concise sentences and allow time for the interpreter to translate everything precisely Pause frequently to allow the interpreter to translate information Avoid oversimplification of important explanations Avoid use of idioms and slang 9

10 Interaction Interaction During the assessment, be sure to take notes on: Issues to be discussed during the debriefing Relevant client behaviors Need for repetition Use of gestures Benefits of repetition, modeling, simplifying information Articulation, voice and fluency You ll also want to take notes on relevant Interpreter behaviors to learn and improve for the next time Using of nonverbal behaviors Giving clear instructions Providing adequate time for response Using cues or prompts where appropriate Taking notes Asking for clarification Debriefing DEBRIEFING Review the Details Together What to Do After the Assessment Review formal and informal test responses Discuss any difficulties in the testing and interpretation process Examine the language sample. Discuss excerpts with transcription as necessary to illustrate critical elements of student s language usage 39 10

11 Whew! That s a lot to do! What s in it for me? Budget more time Plan ahead Prepare your interpreter Remember the second time will be easier!! Provides a bridge to the therapeutic and/or educational recommendations The interpretation process provides information on the child s performance in the native language, which is required by law for students that are English Learners You will have a comprehensive report and recommendations that are valid, compliant and most important descriptive of the true needs of the child What kinds of assessment measures will you use with the interpreter? Putting it all together Making the Right Decisions and Your Assessment Report In small groups discuss and integrate information -- what will the assessment look like for: o Spanish speaking student? o Korean language background? o Low-functioning Client? 43 11

12 Primary Language is Spanish Primary Language is Korean Standardized assessments in Spanish and English: Should norms be used? Language Sample/conversation skills Informal Tasks Formal tests: translated DO NOT use norms or report scores!! Gather information of strengths and weaknesses Language Sample/conversation skills Informal Tasks: Low-Functioning student Parent interview Classroom and/or Community observation Formal Tests Normed on Other Age Groups No scores!! Formal Tests with broad age ranges Criterion Referenced Tests and Questionnaires Other Informal Tasks All Assessment reports must include in writing: Description of how interpreter was used OR Description of language proficiency of the SLP or other reason if no interpreter was used You must state the reason if no interpreter was used or needed, such as: No testing was completed in the student s primary language for the assessment of this student since a comprehensive assessment in English revealed results to be within (or above) the average range

13 Be sure to include Informal assessment measures Informal tasks Story retell Following oral directions Sequence pictures and retell/or sequencing a daily activity Rapid word naming in Dominant Language Observation (variety of settings) Teacher interview Parent interview Record review Develop an Informal Assessment Protocol Translate standardized tests that provide good/relevant information on receptive and expressive language skills Describe performance Don t report any levels or scores! Speech and Language Sample Investigate common sound transfer patterns from primary language that may affect English sound production Looking at the data. What data may indicate a child does not need services? After you have collected all your assessment data in both languages you must now analyze it to determine if there is a speech-language difference or a speech language disorder. English language skills are within the average range The client s primary language is within the average range and English skills are emerging

14 What data may indicate a student has a language difference and is not eligible? Indicators may include: Good English receptive skills even if expressive skills are lower Evidence of second language acquisition characteristics transfer in grammatical errors Language loss Silent period BICS-CALPS gap What data may indicate a child has a language disorder? Both the primary language and English language skills are low Typical milestones were delayed in the primary language Difficulty with following directions and expressing needs like age level peers in primary language Evidence of delays in processing, cognition, social skills and other developmental areas in both languages Tips for Success Tips for Success You and your interpreter should have an on-going dialogue Clarify terms with applicable examples to the home/school environment be sure you re speaking the same language! Don t assume - seek clarification Use language that is easily understood by the interpreter so that he/she doesn t have to double interpret Remember there will never be the ideal test or the perfect assessment situation Use multiple sources of information for assessment, including informal procedures Document what works Maintain ongoing training with your interpreters Remember the BID process! 14

15 Based on what you learned today, what is one change you will make when you return to work on tomorrow? References ASHA (American Speech Language and Hearing Association) website, Tips for Working with an Interpreter and Using Interpreters Ceasar, L. & Kohler, P. (2007). The state of school-based bilingual assessment: Actual practice versus recommended guidelines. Language, Speech, and Hearing Services in Schools, Vol. 38, No. 3. IDEA (Individuals with Disabilities in Education Act) of 2004 Langdon, H.W. & Chang, L.I. (2002). Collaborating with interpreters and interpreters: A guide for communication disorders professionals. Eau Claire, WI: Thinking Publications. Lopez, E. (2002). Best Practice in school psychology (4 th Ed.). Recommended practices for working with interpreters. Queens College, CUNY. Roseberry-McKibbin, C. (2008). Multicultural students with special language needs: Practical strategies for assessment and intervention (3 rd Ed.) Oceanside, CA: Academic Communication Associates Thank you for your participation! Shellie Bader, MA, CCC-SLP shellieslp@gmail.com 59 15