AJA-14-0027reel_suppl.pdf (658.84 kB)

Final Versions of English and Spanish Test Descriptions and Test Instructions for Hearing and Balance Tests (Reel et al., 2015)

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journal contribution
posted on 01.03.2015, 00:00 by Leigh Ann Reel, Candace Bourland Hicks, Nathan Ortiz, Amanda Rodriguez
Purpose Hispanics comprise over 16% of the U.S. population (Humes, Jones, & Ramirez, 2011). Cultural and language differences may negatively affect services audiologists provide to Hispanic patients. The purpose of the current study was to assist monolingual English-speaking audiologists working with Spanish-speaking Hispanic patients by developing appropriate cultural and language instruction materials.
Method Test descriptions and instructions for hearing and balance tests were developed in English and Spanish. A cultural training module was also created. The first draft of these resources was reviewed by nonaudiologists (bilingual and Spanish monolingual) and audiologists (bilingual and English monolingual). Videos were recorded of the Spanish test instructions read aloud.
Results Overall, ratings from audiologists and nonaudiologists indicated the translations were easy to understand, and the wording/dialect was appropriate for the region. Audiologists generally reported the information was consistent with what they use clinically, although variability existed in specific wording used. Reviewers rated the cultural training module as easy to understand, relevant to Spanish-speaking patients, and relevant to audiologists. The materials were revised and edited based on feedback from reviewers.
Conclusions The current study developed materials for monolingual English-speaking audiologists working with Spanish-speaking Hispanic patients. The final translations are provided as online supplemental materials.

Funding

The current project was funded by a 2011 grant from the American Speech-Language-Hearing Association Office of Multicultural Affairs. We thank the audiologists at Texas Tech University Health Sciences Center for their time and assistance in writing or reviewing the English test instructions. We are indebted to the individuals who assisted with recruiting the bilingual nonaudiologist reviewers. In addition, we greatly appreciate the individuals who generously volunteered their time to review and provide feedback on the translations and cultural training module. Finally, we express our sincere gratitude for the time and effort that Raul Rojas at University of Texas at Dallas devoted to proofreading and editing the final draft of the translations.

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