Promoting a Better Partnership: Interpreter Services and Providers Conducting Interdisciplinary Developmental Assessments Kathleen Lehman, PhD; Kay Kopp, OTR/L; Sharon Feucht, MA, RDN; Anne Leavitt, MD; & John Thorne, PhD , CCC-SLP Print at 140% Objectives Develop curriculum for medical interpreters supporting developmental assessments Distinguish medical interpretation in pediatric primary care from interpretation during developmental assessment Describe partnership between interpreters and providers conducting developmental assessments Needs Increasing population of linguistically diverse families require assessment of neurodevelopmental disorders Title V of the Civil Rights Act mandates interpreter services for all patients with limited English proficiency Adapting interpretation methods from parent focused (or centered) to the child during standardized assessments requiring the same content and procedures for all children Assist interpreters to understand child behavior challenges and follow clinician’s lead Action UW LEND at CHDD in collaboration with UW Medical Center Interpreter Services developed a specialized training for interpreters working with providers during developmental assessments. Training completed in February 2017 Course handbook provided developmental milestones and information on common neurodevelopmental disorders Video webinar of the training was developed for UW LEND website (https://vimeo.com/223649960) and national interpreters websites (http://www.cchicertification.org/ and http://www.notisnet.org/) Guidelines for Working with Pediatric Patients Keys to Effective Partnership Between Interpreter and Clinicians in Developmental Assessments Learning Objectives for Interpreter Training Define pediatric developmental assessment and understand related terminology. Provide information about different interpretation techniques for pediatric developmental assessments Explain how to partner with clinicians of different disciplines during pediatric developmental assessments → Follow the clinician’s lead ← Infants under 6 months Interpret for clinician and family; not necessary for baby Infants 6-12 months Interpret directions and all verbal interactions by clinician with baby Identify any sounds/words spoken by baby Interpret for family Communication challenges Interpret exactly what child says Give feedback if pronunciation or grammatical errors are made by child in their first language Sensory issues Give child space; they may be sensitive to touch, sound, lights Attention difficulties Different objects/toys may be used to keep child on task Limited stimuli in room is to reduce distractions High levels of activity Child may be physically active for various reasons Special tools may be used to help child focus Frequent movement breaks will be given to child Atypical behaviors to ignore May include: hand flapping, spinning, squealing, running in circles Collaborative information sharing prior to each assessment Follow clinician’s lead Ask clarifying questions of clinician or interpreter Understand role during appointments Table 3. Comparison of Clinician/Parent Interactions in Medical Encounters ADULT MEDICAL ENCOUNTER   CHILD MEDICAL ENCOUNTER DEVELOPMENTAL EVALUATION OF CHILD Patient presents complaint/concern about own health Parent/caregiver presents concern about their child’s health/development Patient communicates directly with clinician Much of communication is via parent but child may also respond In testing situation, much of clinician’s communication is directly with child though some parent interview and/or observation will occur Patient comes by self or may bring family member Child is brought by parent who typically remains in room Depending on age of child, parent may be in observation room Patient gives consent for care Parent gives consent for care Children 13 years and older must give own consent for care Kay Kopp, OTR/L, Center on Human Development and Disability, UW 11/16 Interpreter Attributes Self-awareness of attitudes towards disabilities Calm and patient Kind and friendly toward parents and children of all ages Flexible, accommodates changes in schedule and child’s needs Acknowledgements This training was developed by the Clinical Services Committee at the UW Center on Human Development and Disability (CHDD). Committee members: Special thanks to: Amy Carlsen Linda Golley Sharon Feucht Diana Brannan Kay Kopp Salome Gonzalez-Angel Anne Leavitt Catalina Angel Kathleen Lehman Hayek Adem John Thorne Devon Bacon Sally Stuart Families who participated Gretchen Glass Interpreter Skill and Knowledge Base Terminology related to physical, mental, and social development Has access to resources about typical child development Familiar with where to find information about common neurodevelopmental disorders Accepts guidance from multiple clinicians during evaluation process Alert to possible cultural misunderstanding and the need to cue clinician accordingly