Working with Interpreters and Translators: Key Concepts and Practices

Establishing Basals and Ceilings

• Guidance for Administering Tests: SLPs should instruct interpreters and translators (I/T) about:

  • Which test items to administer first based on child’s fluency level and familiarity with the language.

  • How to establish a basal (starting point) and ceiling (cut-off for testing), ensuring that these benchmarks are universally applicable across language assessments.

• Importance in Bilingual Context: This is particularly relevant when utilizing Spanish tests, as many standardized assessments may not have established norms for bilingual subjects in the U.S., highlighting the need for tailored assessments that consider varied linguistic backgrounds.

Gesture Use During Assessment

• Use of Nonverbal Cues:

  • Discuss the appropriateness and relevance of gestures or body language in standardized testing, particularly for clients who may rely heavily on nonverbal modes of communication.

  • If no assessments are available in the target language, strategies for adapting materials are outlined in Chapter 6, providing frameworks for effectively bridging linguistic gaps.

Obtaining Language Samples

• Elicitation of Language Samples:

  • Determine if the I/T needs to elicit a language sample and discuss diverse methods for collecting this data, such as through storytelling or interactive play, and how to analyze it through qualitative approaches.

Technical and Professional Terms

• Verification of Terms:

  • Ensure accurate translation of key terms (e.g., “deaf” and “hard of hearing”) as variations exist across dialects and contexts, emphasizing the importance of cultural sensitivity in these translations.

  • For example, the word “soft” has multiple translations in Spanish (e.g., suave, ligero, quedito, bajo) and selecting the appropriate term requires understanding the context in which it is used.

During Interaction

• Collaboration During Assessment:

  • The I/T should remain actively involved during the session, as the SLP or audiologist is ultimately responsible for the assessment. This collaboration can enhance the validity of results as diverse insights are shared.

  • Recording (video/audio) may be beneficial for reviewing responses and gathering data, which can assist in identifying patterns in the child’s response across languages.

• Recommendations for Effective Interaction:

  • The SLP/audiologist should address the client or parent directly rather than the interpreter to maintain agency and engagement during the session.

  • The I/T is responsible for accurately transmitting all communications during the session, which makes their role crucial in the assessment process.

  • Collaboration is key; both parties should document their observations thoroughly to create a comprehensive account of the session.

Observing the I/T and Child

• Indicators of I/T Effectiveness:

  • Look for immediate questioning, effective nonverbal communication skills, clear instructions, capability in providing reinforcement, and the ability to ask for clarifications when needed.

• Child's Behavioral Indicators During Assessment:

  • Observe attention span, distractibility, expression of ideas, response delays, and the need for repetition or gestures, as these factors can signal whether the child is effectively understanding or engaging with the assessment material.

During Debriefing

• Post-Session Review:

  • Don’t rush the I/T out post-session; instead, allocate time to review discussion points, evaluate results, and address any questions families might have. This can foster trust and support long-term engagement.

  • Emphasize the SLP/audiologist's responsibility in the outcome and follow-up services, ensuring families are aware of what to expect next.

• Focus on Session Dynamics:

  • Evaluate the effectiveness of communication between team members and the child's responsiveness to the assessment materials.

  • Discuss follow-up plans and documentation of the assessment process, including roles, materials used, and any adaptations made during the session.

Collaborative Follow-Up Activities

• Role of Bilingual SLP/A:

  • Assist in enhancing communication skills in the child’s primary language under the SLP's direction, ensuring that the interventions are linguistically and culturally appropriate.

  • Ensure family involvement by having them explain concepts in their own words for broader understanding, which also reinforces learning at home.

Documentation and Reporting

• Good Practice in Report Writing:

  • Document collaboration with the I/T, including the materials used, procedures followed, and the validity of results obtained. This creates a transparent record of the assessment process.

  • Example documents include comprehensive and culturally sensitive speech and language evaluations and audiological evaluations in collaboration with an I/T, ensuring accuracy in representations of the child’s abilities and challenges.