1. 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
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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 ( and national interpreters websites ( and
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