Translation Challenges and Strategies: The ASL Translation of a Computer-Based, Psychiatric Diagnostic Interview

Montoya, Louise A.; Egnatovitch, Reginald; Eckhardt, Elizabeth A.; Goldstein, Marjorie T.; Goldstein, Richard A.; Steinberg, Annie G.

doi:10.1353/sls.2004.0019

Cited by 22 publications

(21 citation statements)

References 24 publications

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“…We are in sympathy with some researchers (e.g., Montoya et al, 2004) who argue that the problems involved in creating a standardized instrument using written language or ASL may be insurmountable in the deaf population, given the great variability in language ability within the deaf community. No one measure will be consistently understood by all deaf people.…”

Section: Dissociative Symptoms and Dissociative Ptsdmentioning

confidence: 97%

Psychoform and Somatoform Dissociation and PTSD in Deaf Adults

Schild

Dalenberg

2012

Journal of Trauma & Dissociation

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Both deafness and dissociation disconnect people from certain aspects of the external environment. Dissociation among the deaf population has been largely neglected as an area of scientific investigation. The purpose of this study was twofold: first, to examine the psychometrics of 2 dissociation measures--the Dissociation scale of the Trauma Symptom Inventory (TSI) and the Somatoform Dissociation Questionnaire-20 (SDQ-20); and second, to evaluate the relationship between dissociation and posttraumatic stress disorder (PTSD) in deaf adults. A diverse sample of 79 deaf adults was assessed using the Clinician-Administered PTSD Scale, the TSI, and the SDQ-20. Results provided support for the concept of psychoform dissociation, as measured by the TSI Dissociation scale, in deaf adults. However, somatoform dissociation, as measured by the SDQ-20, showed lower internal consistency. The SDQ-5, a shortened version of the SDQ-20, was unreliable in the current sample. Deaf adults were significantly higher on psychoform dissociation than the norm samples of hearing adults. As in hearing samples, dissociation--both psychoform and somatoform--was significantly related to PTSD symptoms. In addition, those with dissociative PTSD displayed significantly more symptoms of depression, anger, impaired self-reference, tension reduction behavior, and somatoform dissociation than did the nondissociative PTSD group.

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Section: Dissociative Symptoms and Dissociative Ptsdmentioning

confidence: 97%

Psychoform and Somatoform Dissociation and PTSD in Deaf Adults

Schild

Dalenberg

2012

Journal of Trauma & Dissociation

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“…Generally accepted guidelines for translating research questions between two languages were utilized (Brauer, 1993;Edwards, 1994;Phillips, Hernandez, & Torres de Ardon, 1994). Three techniques used for attaining translation equivalence were incorporated into our translation procedure: back translation, decentering, and a translation team approach (Eckhardt, Steinberg, Lipton, Montoya, & Goldstein, 1999;Edwards, 1994;Montoya, Egnatovich, Eckhardt, & Steinberg, 2004;Phillips, Hernandez, & Torres de Ardon, 1994). Back translation is a method of assessing whether a translation is accurate by which a bilingual individual who has not seen the original text translates the new translation back into the original language.…”

Section: Survey Draftmentioning

confidence: 99%

What do Deaf High School Students Know about HIV?

Goldstein¹,

Eckhardt²,

Joyner-Creamer³

et al. 2010

AIDS Education and Prevention

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Deaf adolescents who use American Sign Language (ASL) as their main communication mode are, like their hearing age peers, at risk for acquiring HIV. Many sources of HIV information (radio and television) are not accessible to these adolescents. Little is known about HIV knowledge base and risk behaviors of this group. The objective of this study was to develop and administer, on laptop computer, an HIV knowledge and risk survey in ASL. Findings among 700 deaf adolescent participants attending high schools for the deaf throughout the United States showed that, on average, students knew correct answers to approximately half (x = 7.2) of 14 knowledge items (median: 7.0; range: 0-14; sd = 3.8) on a highly reliable knowledge scale (α = .83). Knowledge score was found in multivariable analysis to be strongly related to receiving HIV information in school. This population is clearly in need of linguistically and culturally accessible HIV prevention education delivered in school.

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“…Generally accepted guidelines for translating research questions between two languages (Brauer, 1993;Edwards, 1994;Phillips, Hernandez, & Ardon, 1994) were employed. Techniques used to attain translation equivalence included backtranslation, decentering, and a translation team approach (Eckhardt et al, 1999;Edwards, 1994;Phillips, Hernandez & Ardon, 1994;Montoya et al, 2004). Back translation is a process for assessing whether a translation in accurate; a bilingual individual who has not seen original text translates the new translation back into the original language.…”

Section: Disability and Social Work Educationmentioning

confidence: 99%

“…An expert in ASL was also used to review translations and provide feedback and suggestions on them, and the ASL expert was also called upon for consultation when there was disagreement on the translation team regarding the most effective translations. For detailed descriptions of the translation procedure and to review some of the translation challenges inherent in translating a mental health diagnostic instrument from written English into ASL, see Eckhardt et al (1999) and Montoya et al (2004), which highlight the special considerations and rigor such research necessitates.…”

Section: Disability and Social Work Educationmentioning

confidence: 99%

“…In addition to having individuals with disabilities on the research team, focus groups comprised of individuals from the targeted group are often used in the survey development phase (Eckhardt et al, 1999;Montoya et al, 2004;Cook, Fitzgibbon, & Batteiger, 2004;Durant, 2004). The use of focus groups is helpful in determining which items to include and which to omit from existing surveys, how to adapt or translate original survey items, and what additional items may be necessary.…”

Section: Use Of Members From the Targeted Disability Group In Survey mentioning

confidence: 99%

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Research Methods with Disabled Populations

Eckhardt

Anastas

2007

Journal of Social Work in Disability & Rehabilitation

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Although social work and related fields need more research involving people with disabilities, such studies can pose special challenges due to lack of understanding of disability issues, the disempowerment and invisibility of many who are disabled, and communication barriers. This article discusses ways of eliminating bias and maintaining ethical safeguards when designing and conducting research on people with disabilities. Participatory action research, which engages those studied in the design and conduct of research, is discussed as a model, as is the use of qualitative methods. Recent methodological innovations in survey research with deaf populations are also described and illustrated.

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Translation Challenges and Strategies: The ASL Translation of a Computer-Based, Psychiatric Diagnostic Interview

Cited by 22 publications

References 24 publications

Psychoform and Somatoform Dissociation and PTSD in Deaf Adults

Psychoform and Somatoform Dissociation and PTSD in Deaf Adults

What do Deaf High School Students Know about HIV?

Research Methods with Disabled Populations

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