Successfully screening children who don�t come from English-speaking families part 2

Successfully screening children who don’t come from English-speaking families: Part 2

Tips and resources for translating and adapting ASQ

In part 1 of our two-part series, ASQfi co-developer Kimberly Murphy introduced the topic of screening children from non-English speaking families and discussed the important role interpreters play in the translation and adaptation process. Her Q&A featured answers to questions that often arise as programs consider how to approach these screenings effectively and with cultural nuance.

Now in part 2, you'll learn where and how to find existing translations and if you're planning to adapt or translate yourself, what steps to take, considerations you should account for, and resources for making the whole process easier to manage.

Translating and adapting ASQ items requires a nuanced approach to ensure items are culturally appropriate

With the increasing demand for non-English versions of both the ASQ-3 and ASQ:SE-2, several translations have been published and more are currently in development.

ASQ:SE-2 is currently available for purchase in Spanish, and a French translation is expected to publish in Fall 2018.

ASQ translations available to purchase

You may also purchase translations from other publishers, including languages such as Danish, Hmong, Somali, and Norwegian.

ASQ translations available to license

Other translations of ASQ-3 and ASQ:SE-2 (some with only selected intervals available) are available to license, which may require time-limited license agreements and/or fees.

Can’t find the language you need?

Early childhood education researchers around the world have worked on unpublished adaptations that, while not available commercially, may be available for reference. Before you opt to begin the translation process yourself, please contact us to inquire about translations or languages not listed.

Translating and adapting ASQ yourself

If you've determined it is necessary to translate and adapt ASQ to meet the specific needs of the families you work with, note that permission must first be granted by Brookes Publishing. You can use this checklist for permission to translate when getting started.

Consider 3 important issues before you begin

  1. Address the cultural appropriateness of items.

    • Cultures associated with other languages may not practice skills at the same developmental ages or stages as typical U.S. families, or they may not encourage certain skills at all in young children.

  2. Consider scores in context with the child's culture.

    • Before making follow-up recommendations, keep in mind that ASQ scoring cutoffs were developed using samples of American children and typical U.S. daily routines.

  3. Follow the recommended translation process.

    • ASQ developers have created research-based translation guidelines that include a series of important steps.

Step-by-step Translation Process

  1. Translate forward. Use a native speaker with an excellent grasp of American English and who is familiar with the early childhood field and child development.
  2. Translate back. A different translator who is proficient in both languages should translate it back into English, ensuring that this person is unfamiliar with the original ASQ items.
  3. Pilot the translated version. Test the translation with caregivers who are native speakers of the target language, and gather feedback.
  4. Modify the pilot version. Consider feedback from caregivers and adjust accordingly.

Enhancing bilingual screenings with an interpreter

If you are not fluent in the target language or culture, involve a certified and target-language fluent interpreter in the screening process. An interpreter can help you make family interactions productive and positive.

Helpful Resources

News & Updates

April 2018

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