Original Research

Translating tools for better parent-based assessment: An exploratory study

Shabnam Abdoola
South African Journal of Communication Disorders | Vol 62, No 1 | a73 | DOI: https://doi.org/10.4102/sajcd.v62i1.73 | © 2015 Shabnam Abdoola | This work is licensed under CC Attribution 4.0
Submitted: 27 February 2014 | Published: 06 June 2015

About the author(s)

Shabnam Abdoola, University of Witwatersrand, South Africa

Abstract

Background: Current speech language assessment and intervention measures are not always culturally valid, as they are not standardised specifically for the various cultural groups within the South African population; and thus need to be adapted.

Objectives: The objective of this study was to examine the appropriateness and utility of translations of the Ages & Stages Questionnaire (ASQ) instrument (60 month age group) from English to the Hindi language and culture, which is represented in South Africa.

Methods: Biographical questionnaires, ASQ and evaluation thereof were translated in Hindi and completed by parents of 15 typically developing South African preschool children of Indian origin, at the 60 month age level (including children between 57 and 66 months).

Results: Participants reported that the questions were well phrased, and that illustrations and tips helped them to complete the questionnaires quickly and accurately. They preferred to be questioned in Hindi, which helped them understand the questions and made it easier to provide the necessary information to answer the questions.

Conclusions: In conclusion, it is evident that this translation of the ASQ (60 month age group) from English to Hindi served as an appropriate tool for use with the middle socioeconomic class Hindi (Indian) language and culture. The results of this study would assist to determine the functionality of culturally and linguistically valid assessment tools for different populations, and would contribute to the development of Early Childhood Intervention as a whole in South Africa. It would also contribute to the development of multilingual informal school-readiness screening questionnaires appropriate for the South African context. This is particularly relevant, as school-readiness assessments take place at 60 months to ensure that the child is ready to learn by school age (6–7 years).

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