Interpreters and the Speech-Language Pathologist: Team Approach to Assessment and Intervention Alison R. King, MSP, CCC-SLP, LSLS Cert. AVT VCUHS Audiology

Interpreters and the Speech-Language Pathologist: Team Approach to Assessment and Intervention

Alison R. King, MSP, CCC-SLP, LSLS Cert. AVT

VCUHS Audiology

What do Interpreters and SLPs have in common?

The Basics

Speech-Language Pathologists are governed by the American Speech-Language Hearing Association’s Code of Ethics.

The Basics

ASHA’s Code of Ethics prohibits discrimination in the delivery of professional services of the basis of:

Race or ethnicity

Gender

Age

Religion

National Origin

Sexual Orientation

Disability

American Speech-Language-Hearing Association. (2010). Code of ethics [Ethics]. Available from www.asha.org/policy.

ASHA’s Position Statement on the Clinical Management of Communicatively Handicapped Minority Language Populations

Interpreters or translators should be used when:

(a) When the SLP/Audiologist does not meet the recommended competencies to provide services to limited-English proficient speakers

(b) when an individual who needs services speaks a language which is uncommon for that local area

(c) when there are no trained professionals readily available with proficiency in that language that would permit the use of one of the previously described alternative strategies

American Speech-Language-Hearing Association. (1985). Clinical management of communicatively handicapped minority language populations [Position Statement]. Available from www.asha.org/policy.

ASHA’s Position Statement on the Clinical Management of Communicatively Handicapped Minority Language Populations

Individuals who could serve as interpreters or translators can include:

(a) professional interpreters from language banks or professional interpreting services

(b) bilingual professional staff from a health or education discipline other than communication disorders

(c) a family member or friend of the client


Scope of Practice

Scope of Practice: SLP

Speech Sound Production Buzz Words: Articulation, Apraxia, Dysarthria

Resonance Buzz Words: Hypernasality, Hyponasality, Cul-de-sac

resonance

Voice Buzz Words: Pitch, Loudness, Phonation, Respiration

Fluency Buzz Words: Stuttering, Cluttering

American Speech-Language-Hearing Association. (2007). Scope of practice in speech-language pathology [Scope of Practice]. Available from www.asha.org/policy.


Cognition Buzz Words: attention, memory, sequencing, problem

solving, executive functioning

Swallowing and Feeding Buzz Words: oral-motor functions, laryngeal/esophageal,

orofacial myology (tongue thrust)



Language Buzz Words:

Pragmatics – Social Use of Language

Semantics – Word Meaning (Content)

Morphology – Structure of Words

Phonology – Sound system of language and the rules about how sounds are combined

Syntax – Order of words to make a sentence


"Not being able to speak is not the same as having nothing to say"

-Rosemary Crossley

Language Development

There are two types of bilingual language development: Simultaneous Language Acquisition - exposed to 2 languages from

infancy in natural situations. This often happens when both parents speak two language to a child or one parent each speaks a different language to the child (or caregivers). In this type of acquisition, interference between L1 (Language one) and L2 (language 2) is typically minimal. These children tend to speak their first words and word combinations at the same time as children who speak just one language (monolingual) children.

Sequential language acquisition - child is exposed to L1 during infancy, and learns L2 at a later time. In this type of acquisition, children may show greater diversity in rates and stages of acquisition of the languages . A child learning a second language manifests normal characteristics and processes as the second language is being acquired. Some of these characteristics include a silent period, language loss, code switching, and transfer.

http://alldonemonkey.com/2013/01/28/speech-development-in-bilingual-children-guest-post-from-playing-with-words-365/



Code-Switching/Transfers

Code Switching – The process of alternating between two languages within a single phrase, sentence, or during discourse.

Transfers –When learning a second language, there is an influence from the first language. This is not a sign of problems with syntax in English. Transfer can occur in all areas including syntax, morphology, phonology, semantics, and pragmatics.

Example of Code Switching Spanish and English — Researcher Ana Celia Zentella offers this

example from her work with Puerto Rican Spanish-English bilingual speakers in New York City. In this example, Marta and her younger sister, Lolita, speak Spanish and English with Zentella outside of their apartment building.

Lolita: Oh, I could stay with Ana? Marta: — but you could ask papi and mami to see if you

could come down. Lolita: OK. Marta: Ana, if I leave her here would you send her upstairs

when you leave? Zentella: I’ll tell you exactly when I have to leave, at ten

o’clock. Y son las nueve y cuarto. ("And it’s nine fifteen.")

Marta: Lolita, te voy a dejar con Ana. ("I’m going to leave you with Ana.") Thank you, Ana.

http://www.k12academics.com/education-subjects/language-education/code-switching/examples-code-switching#.UnJTEXDktc0



Example of Code Switching

Code switching between Indonesian, French and English - YouTube#t=13

http://www.youtube.com/watch?v=wgWQoZz6nEk#t=13http://www.youtube.com/watch?v=wgWQoZz6nEk



Social Language vs. Academic Language

Time differences between acquisition of social vs. academic language.

Normal development of articulation, language, and auditory (listening) skills is 4 years. This coincides with when most children begin school and are ready to BEGIN academics.

SLPs must be careful because what looks like a delay may actually be that the child has not developed academic language and are still developing.

Assessment

Based on case history, we are going to decide which areas need to be assessed. The SLP is looking to define and describe the barriers to communication.

Assessments consist of:

Caregiver Interview

Standardized Assessments

Play-Based Assessments

Observation

Language Sampling (FUN!!!)

Is it a Delay, a Disorder, or a Difference?

Assessment

Tips and Tricks

1. Talk First!

How is the assessment to be completed? English first, Spanish second, interpret for the parent only?? This is on a case-by-case basis!

2. Rate!

For informal assessments, if we pause in the middle of a sentence, there is usually a reason. We are “chunking” the information.

On standardized assessments, the directions are standardized too. Don’t let inflection or pausing give away the answer!

Assessment

Tips and Tricks

3. Repetition!

On standardized assessments, it is very clear if repetition is allowed or not. The SLP should let you know

4. Limit your non-verbal cues and don’t give hints!

5. As much as possible, interpret exactly. Word order may vary.

Assessment

Please tell us….

Is the sound we are looking for not in the native language? We know a little….you know more!

ex. sh/ch

Is the word order appropriate? ex. adjective –noun

Is what the child saying the native language or is it jargon? Let us know when you hear something!

Are they using “odd” words?

If there is something that is not culturally appropriate! Did the parent understand?

Remind us to slow down! SLPs talk a lot! This is what we do! It is a personality defect!

After the evaluation….

Review with us what you may have noticed if you didn’t get a chance to tell us during the session (remember….we talk a lot!).

Keep in mind that we are assessing skills and sometimes things don’t translate the “right” way. Let us know that too

Intervention

Intervention (therapy) can be provided in many ways dependent on the child’s dominant language, the family’s language use, or language environment (i.e. school).

If there is a clear dominant language, therapy should take place within that language initially.

The family language should always be respected and used to the greatest extent possible to facilitate carryover of skills.

If there is no dominant language, therapy can be in a language which is significant based on environment.

Intervention ModelsTherapy provided in a language other than English

Bilingual support model: Monolingual speech-language pathologist uses a speech-language pathology assistant or technician (e.g., communication helper) who is bilingual to assist the speech-language pathologist in providing service in the minority language.

Coordinated service model: Monolingual and bilingual speech-language pathologists work as a team to provide services.

Integrated bilingual model: The bilingual speech-language pathologist provides all services.

Combination of bilingual support and coordinated model: The monolingual speech-language pathologist and bilingual assistant provide services with the support of the bilingual speech-language pathologist.

Kayser, H. (1998). Assessment and intervention resource for Hispanic children, San Diego, CA: Singular Publishing Group, Inc.

Research tells us….

Bilingualism does not cause delays in language development.

Children can learn to code switch and learn two languages at once.

Research from York University in Toronto suggests that exposure to two languages may actually give toddlers a cognitive advantage over young children. Results suggest improvement in executive functioning.

http://www.hanen.org/Helpful-Info/Our-Views-on-the-News/Are-Two-Languages-Better-Than-One-.aspx




Thank you!

American Speech-Language-Hearing Association. (2010). Code of ethics [Ethics]. Available from www.asha.org/policy.



Kiernan, B. & Swisher, L. (1990). The initial learning of novel English words: Two single-subject experiments with minority-language children. Journal of Speech and Hearing Research, 33, 707-716.

Kayser, H. (1998). Assessment and intervention resource for Hispanic children, San Diego, CA: Singular Publishing Group, Inc.

Perozzi, J.A. (1985). A pilot study of language facilitation for bilingual, language handicapped children: Theoretical and intervention implications. Journal of Speech and Hearing Disorders, 50, 403-406.

Perozzi, J., & Sanchez, M. (1992). The effect of instruction in L1 on receptive acquisition of L2 for bilingual children with language delay. Language, Speech, and Hearing Services in Schools, 23, 348-352.



http://www.asha.org/policy







Documents

Interpreters and the Speech-Language Pathologist: Team Approach to Assessment and Intervention Alison R. King, MSP, CCC-SLP, LSLS Cert. AVT VCUHS Audiology