Help!
Using Interpreters for
Valid and Compliant
Evaluations
Disclosure/Nondisclosure
Information
I have the following relevant relationships to disclose:
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I have no financial relationship in regards to this presentation
Non-financial relationship
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Shellie Bader, MA, CCC-SLP
CSHA Convention
CSHA Member, District 6 Advisory Committee Member, STAR
(State Advocate for Reimbursement) and CSHA Convention 2016
Social Committee Co-Chair
April 2016
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Participant Outcomes
• Discuss the importance of working with interpreters
for assessment of bilingual clients
• Describe the desired qualifications of the interpreter
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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?
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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?
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ASHA Code of Ethics and
Recommendations
Why Use an Interpreter?
• ASHA Code of Ethics
• IDEA Mandates
• Clinical Implications
• Most SLPs are not
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bilingual!
Following the ASHA Code of
Ethics…
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
IDEA Mandates that…
• Assessment materials and procedures should not be
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racially or culturally discriminatory
We will make fewer misdiagnoses
• Assessment materials or procedures should be
We will avoid mislabeling our typically developing EL
students as having language disabilities
provided in the student’s native language
• Determination of eligibility and services should not be
We will honor our student’s linguistic and cultural
identities
based on one procedure alone
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We will correctly identify whether a student has a
language difference or a language disorder!
And…IDEA does not require that standardized measures
be used
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Considerations for the
Assessment Process
Clinical Implications
• If a bilingual SLP is not available, we must
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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
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Using Standardized Tests
Alternative forms of assessment
Working with an Interpreter – The BID Process
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Standardized Assessment Measures
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Provide quantitative data such as percentile ranks and
standard scores
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Clients will…
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Pitfalls for English Learners:
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Standardized Tests assume…
Very few standardized tests in most languages
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Standardized tests are developed from a Western, literate, middle
class framework
Our commonly used Spanish standardized tests are rarely normed
using a bilingual population
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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)
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English Learners may not
recognize:
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Standardization Issues
American fruits and vegetables
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New technology terms
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Football vs. soccer
Most standardized tests do not include English Learners
in their norming samples
It’s ok to modify or translate a test but…
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Seasons and holidays
Snow and weather terms
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Idioms and expressions
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
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Modifying a Standardized Test
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Modifying a Standardized Test
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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
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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)
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Don’t Forget about Dynamic
Assessment
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
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child
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Is the child developing differently than siblings,
cousins, neighbors?
Is this child struggling a great deal more than other
students in the class/grade?
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• Use a team approach for a comprehensive
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
assessment whenever possible
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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
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Desired Skills of Bilingual
Interpreters
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An Effective Interpreter will be
guided by the SLP to…
• Learn and become familiar with vocabulary unique to
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
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
the community and program
• Ask for clarification
• Provide specific accurate interpretations
• Remain neutral
• Respect confidentiality
• Maintain an ongoing dialog with the SLP
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
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
An interpreter who is well-prepared will provide
you with the most valid information!
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Langdon/Cheng…recommendations for
The BID Process
working with interpreters
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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.
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Briefing – Be Prepared!
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Interaction – A Valid Assessment Process
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Debriefing – Review the Details Together
Briefing
• Establish seating arrangements
• Provide overview of assessment purpose, session
and activities
BRIEFING
Be Prepared – What to Do Before the Assessment
• Review child behaviors and characteristics that
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may impact assessment. Discuss plans in case
there is a lack of cooperation
Discuss issues of confidentiality and it’s
boundaries
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Briefing
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
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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
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Discuss cross-cultural perspectives. The interpreter may
provide the SLP with pragmatic rules consistent with the
student’s background
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
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Remember that the
interpreter is your partner
and your goal is to have a
comfortable rapport with one
another!
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Interaction
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INTERACTION
A Valid Assessment Process – What to Do During the Assessment
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Welcome and introduce participants and get comfortable
together
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
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Interaction
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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
Interaction
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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
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Interaction
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Interaction
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During the assessment, be sure to take notes on:
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Issues to be discussed during the debriefing
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Relevant client behaviors
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You’ll also want to take notes on relevant Interpreter
behaviors to learn and improve for the next time
Need for repetition
Use of gestures
Benefits of repetition, modeling, simplifying information
Articulation, voice and fluency
Using of nonverbal behaviors
Giving clear instructions
Providing adequate time for response
Using cues or prompts where appropriate
Taking notes
Asking for clarification
Debriefing
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DEBRIEFING
Review the Details Together – What to Do After the Assessment
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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
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Whew! That’s a lot to do!
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What’s in it for me?
Budget more time
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Plan ahead
Prepare your interpreter
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Remember…the second time will be
easier!!
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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?
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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?
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Primary Language is Spanish
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Standardized assessments in Spanish and English:
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Primary Language is Korean
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Should norms be used?
Language Sample/conversation skills
Informal Tasks
Low-Functioning student
• Parent interview
• Classroom and/or Community observation
• Formal Tests Normed on Other Age Groups – No
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Formal tests: “translated”
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DO NOT use norms or report scores!!
Gather information of strengths and weaknesses
Language Sample/conversation skills
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:
scores!!
• Formal Tests with broad age ranges
• Criterion Referenced Tests and Questionnaires
• Other Informal Tasks
“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.”
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Be sure to include Informal
assessment measures
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Develop an Informal Assessment Protocol
Informal tasks
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Story retell
Following oral directions
Sequence pictures and retell/or sequencing a daily activity
Rapid word naming in Dominant Language
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Observation (variety of settings)
Teacher interview
Parent interview
Record review
Translate standardized tests that provide good/relevant
information on receptive and expressive language skills
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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
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What data may indicate a child
does not need services?
Looking at the data….
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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.
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English language skills are within the average range
The client’s primary language is within the average range
and English skills are emerging
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What data may indicate a student
has a language difference
…and is not eligible?
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What data may indicate a child has
a language disorder?
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Indicators may include:
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Good English receptive skills even if expressive skills are lower
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Evidence of second language acquisition characteristics
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transfer in grammatical errors
Language loss
Silent period
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BICS-CALPS gap
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
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Tips for Success
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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”
Tips for Success
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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!
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References
Based on what you
learned today, what is
one change you will
make when you return
to work on tomorrow?
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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 (4th 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 (3rd Ed.) Oceanside, CA: Academic Communication Associates.
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Thank you for your
participation!
Shellie Bader, MA, CCC-SLP
[email protected]
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