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Cruz K, Albritton K. Examining the role and graduate preparation of bilingual school psychologists in early childhood settings. J Sch Psychol 2024; 106:101354. [PMID: 39251312 DOI: 10.1016/j.jsp.2024.101354] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2023] [Revised: 07/22/2024] [Accepted: 07/26/2024] [Indexed: 09/11/2024]
Abstract
Emergent Bilinguals (EBs) comprise nearly a third of children enrolled in early childhood classrooms across the United States. Unfortunately, EB populations are often met with barriers that limit their opportunity to thrive in the school setting. Bilingual school psychologists (BSPs) are uniquely positioned to provide culturally and linguistically responsive academic and behavioral services to these young students. However, to date, there are no empirical studies exploring the graduate preparation received by early childhood BSPs and the services provided to young EBs. The present study involved the development and administration of a national survey examining the role of BSPs in early childhood settings. A convergent mixed-methods approach was used to analyze survey results from 97 participants. The results indicated that most early childhood BSPs felt unprepared by their graduate programs, although most indicated receiving early childhood preparation and almost half indicated receiving bilingual preparation. Four qualitative themes also emerged from the data. Implications for future research and preparation are discussed.
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Affiliation(s)
- Kenia Cruz
- The University of Texas at Austin, 1912 Speedway, Stop D5800, Austin, TX 78712, USA.
| | - Kizzy Albritton
- The University of Texas at Austin, 1912 Speedway, Stop D5800, Austin, TX 78712, USA.
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2
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Hernandez JA, Norwalk KE, Kim EK. Training to Work with Interpreters in US School Psychology Graduate Programs. CONTEMPORARY SCHOOL PSYCHOLOGY 2022:1-16. [PMID: 36039319 PMCID: PMC9400565 DOI: 10.1007/s40688-022-00426-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Accepted: 08/07/2022] [Indexed: 12/04/2022]
Abstract
Despite rapidly increasing cultural and linguistic diversity in US schools, the majority of psychoeducational evaluations will be conducted by monolingual, English-speaking school psychologists. As such, the appropriate use of interpreters has been identified as a critical skill in working with emergent bilinguals and their families. Surveys of practicing school psychologists conducting assessments with emergent bilinguals indicate a lack of knowledge and training in the use of interpreters; however, few studies have examined the extent to which school psychology graduate students are trained in the appropriate use of interpreters. Utilizing survey methodology, this study examined school psychology graduate students' training in and preparedness to work with interpreters, as well as their knowledge of best practices in the use of interpreters. Current graduate students and interns enrolled in school psychology master's, specialist, and doctoral programs in 36 states throughout the USA (n = 364) responded to the survey. The majority of participants were White (61.5%), monolingual (70.3%), and seeking a master's or specialist degree (71.2%). Survey responses suggest that graduate students and interns' training, knowledge, and preparedness to work with interpreters is lacking. A qualitative analysis of the open-ended question revealed that first-hand experience working with interpreters was among the most beneficial types of training experiences for graduate students and interns. Implications for how program directors and graduate-level faculty can provide better training for their students in the use of interpreters are discussed.
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Affiliation(s)
- Jessica A. Hernandez
- Department of Psychology, North Carolina State University, 640 Poe Hall, Campus, Box 7650, Raleigh, NC 27695-7650 USA
| | - Kate E. Norwalk
- Department of Psychology, North Carolina State University, 640 Poe Hall, Campus, Box 7650, Raleigh, NC 27695-7650 USA
| | - Eui Kyung Kim
- Department of Psychology, University of California, Riverside, CA USA
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Basaraba DL, Ketterlin-Geller LR, Sparks A. Addressing the Need for Spanish Literacy Assessments Within the Context of Bilingual MTSS: Investigating the Technical Adequacy of ISIP Español for Grades 3–5. SCHOOL PSYCHOLOGY REVIEW 2022. [DOI: 10.1080/2372966x.2021.1986357] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Kayama M, Yamakawa N. Acculturation, Cultural Self, and Identity of Japanese Children in U.S. Schools: Insights from Japanese Temporary Resident and Immigrant Parents. IDENTITY-AN INTERNATIONAL JOURNAL OF THEORY AND RESEARCH 2020. [DOI: 10.1080/15283488.2020.1782914] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Misa Kayama
- Department of Social Work, University of Mississippi, Oxford, University, Mississippi, USA
| | - Naomi Yamakawa
- Department of Global Interdisciplinary Studies, Villanova University, Villanova, Pennsylvania, USA
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Strait JE, Wright EKC, Decker SL. Bender-Gestalt II differential item functioning across Caucasian and African American examinees. PSYCHOLOGY IN THE SCHOOLS 2018. [DOI: 10.1002/pits.22181] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Julia E. Strait
- Department of Clinical, Health, and Applied Sciences; University of Houston-Clear Lake; Houston Texas
| | - Emma Kate C. Wright
- Department of Psychology; University of South Carolina; Columbia South Carolina
| | - Scott L. Decker
- Department of Psychology; University of South Carolina; Columbia South Carolina
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Krach SK, McCreery MP, Guerard J. Cultural-linguistic test adaptations: Guidelines for selection, alteration, use, and review. SCHOOL PSYCHOLOGY INTERNATIONAL 2016. [DOI: 10.1177/0143034316684672] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
In 1991, Bracken and Barona wrote an article for School Psychology International focusing on state of the art procedures for translating and using tests across multiple languages. Considerable progress has been achieved in this area over the 25 years between that publication and today. This article seeks to provide a more current set of suggestions for altering tests originally developed for other cultures and/or languages. Beyond merely describing procedures for linguistic translations, the authors provide suggestions on how to alter, use, and review tests as part of a cultural-linguistic adaptation process. These suggestions are described in a step-by-step manner that is usable both by test adapters and by consumers of adapted tests.
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Jurado M, Cumba-Avilés E, Collazo LC, Matos M. Reliability and Validity of a Spanish Version of the Social Skills Rating System–Teacher Form. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2016. [DOI: 10.1177/0734282906288961] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The aim of this study was to examine the psychometric properties of a Spanish version of the Social Skills Scale of the Social Skills Rating System–Teacher Form (SSRS-T) with a sample of children attending elementary schools in Puerto Rico ( N = 357). The SSRS-T was developed for use with English-speaking children. Although translated, adapted, and administered in Spanish, little was known about its psychometric properties. The authors evaluated the applicability of the Spanish SSRS-T by examining specifically its internal consistency, test-retest reliability, parent-teacher cross-informant correlations, and construct validity. Findings suggest that the Spanish SSRS-T is a valid and reliable instrument and support its potential utility in the early identification of social difficulties that may hinder the social, emotional, and academic adjustment of Latino children.
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O'Bryon EC, Rogers MR. USING CONSULTATION TO SUPPORT ENGLISH LEARNERS: THE EXPERIENCES OF BILINGUAL SCHOOL PSYCHOLOGISTS. PSYCHOLOGY IN THE SCHOOLS 2016. [DOI: 10.1002/pits.21904] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Bourke R, Dharan V. Assessment practices of educational psychologists in Aotearoa/New Zealand: from diagnostic to dialogic ways of working. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2015. [DOI: 10.1080/02667363.2015.1070709] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Harris B, Sullivan AL, Oades-Sese GV, Sotelo-Dynega M. Culturally and Linguistically Responsive Practices in Psychoeducational Reports for English Language Learners. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2015. [DOI: 10.1080/15377903.2014.1002144] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Sotelo-Dynega M, Ortiz SO, Flanagan DP, Chaplin WF. ENGLISH LANGUAGE PROFICIENCY AND TEST PERFORMANCE: AN EVALUATION OF BILINGUAL STUDENTS WITH THE WOODCOCK-JOHNSON III TESTS OF COGNITIVE ABILITIES. PSYCHOLOGY IN THE SCHOOLS 2013. [DOI: 10.1002/pits.21706] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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Drawing a close to the use of human figure drawings as a projective measure of intelligence. PLoS One 2013; 8:e58991. [PMID: 23516590 PMCID: PMC3597590 DOI: 10.1371/journal.pone.0058991] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2012] [Accepted: 02/08/2013] [Indexed: 12/16/2022] Open
Abstract
The practice of using children's human figure drawings (HFDs) to assess their intellectual ability is pervasive among psychologists and therapists in many countries. Since the first systematic scoring system for HFDs was published in 1926, their continued popularity has led to the development of several revised versions of the test. Most recently, the Draw-A-Person Intellectual Ability Test for children, adolescents, and adults (DAP:IQ) was published. It is the most up-to-date form of HFD test designed to assess intellectual functioning across a wide age range. In the present study, we assessed the validity of the DAP:IQ as a screening measure of intelligence in both children and adults. In Experiment 1, 100 4- to 5-year-old children completed the DAP:IQ and the Wechsler Preschool and Primary Scale of Intelligence-Third Edition. In Experiment 2, 100 adults completed the DAP:IQ and the Wechsler Abbreviated Scale of Intelligence. In both experiments, we found only weak to modest correlations between scores on the DAP:IQ and the Wechsler tests. Furthermore, when we compared individual's scores on the two tests, the DAP:IQ yielded high false positive and false negative rates when screening for borderline and superior intellectual functioning. Based on these findings, and based on the lack of validity of previous HFD tests, we conclude that practitioners should not rely on HFD tests as a projective measure of intelligence.
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Lopez EC, Bursztyn AM. FUTURE CHALLENGES AND OPPORTUNITIES: TOWARD CULTURALLY RESPONSIVE TRAINING IN SCHOOL PSYCHOLOGY. PSYCHOLOGY IN THE SCHOOLS 2013. [DOI: 10.1002/pits.21674] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Paone TR, Malott KM. Using Interpreters in Mental Health Counseling: A Literature Review and Recommendations. JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT 2011. [DOI: 10.1002/j.2161-1912.2008.tb00077.x] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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O'bryon EC, Rogers MR. Bilingual school psychologists' assessment practices with English language learners. PSYCHOLOGY IN THE SCHOOLS 2010. [DOI: 10.1002/pits.20521] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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Abstract
Reliable and valid assessment of individuals who are English language learners (ELL) has presented a dilemma to psychologists, and school psychologists in particular, as it is complicated by the small number of professionals qualified to serve as bilingual examiners. Some psychologists use ancillary examiners during testing when no bilingual psychologist is available to conduct the evaluation, and both the process and the impact of using ancillary examiners need further investigation. This study examined the performance of students under two testing conditions, one with a monolingual psychologist and an ancillary examiner, and another with a bilingual psychologist without an ancillary examiner. Students tested in English, with English as their dominant language, consistently performed better than those students tested in Spanish on sub-tests that required detailed verbal responses. Results also indicated that evaluation format may have an effect on student performance and can lead to different levels of performance.
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