Abstract
BACKGROUND:
There is a mismatch between languages spoken by speech and language therapists (SLTs) and their clients. Consequently, SLTs are required to collaborate with interpreters to provide equitable services to multilingual clients.
OBJECTIVE:
This systematized review aimed to identify the barriers and facilitators to SLT and interpreter collaboration within the paediatric population.
METHODS:
A systematic and comprehensive search of literature was conducted. Selected literature underwent quality assessment and thematic analysis resulting in a narrative synthesis of included literature.
RESULTS:
Fifteen research studies were identified to be included in the review. Five themes were identified: (1) Frequency of interpreter and paediatric SLT collaboration; (2) training of SLTs and interpreters for speech therapy paediatric practice; (3) type of interpreters used during speech and language therapy paediatric sessions; (4) paediatric SLTs’ confidence when collaborating with interpreters; and, (5) policy influencing SLT and interpreter collaboration during management of paediatric clients.
CONCLUSION:
The review revealed limited direct research on the barriers and facilitators to SLT interpreter collaboration in the multilingual paediatric setting. Findings indicate that: (1) many SLTs consider their training in working with interpreters to be inadequate; (2) there is a lack of available professional interpreters and the use of family members as interpreters is common with paediatric clients. Further research is required to explore the specifics of training provided to interpreters and the factors that contribute to the lack of availability of professional interpreters for paediatric clients.
There is a mismatch between languages spoken by speech and language therapists (SLTs) and their clients. Consequently, SLTs are required to collaborate with interpreters to provide equitable services to multilingual clients.
OBJECTIVE:
This systematized review aimed to identify the barriers and facilitators to SLT and interpreter collaboration within the paediatric population.
METHODS:
A systematic and comprehensive search of literature was conducted. Selected literature underwent quality assessment and thematic analysis resulting in a narrative synthesis of included literature.
RESULTS:
Fifteen research studies were identified to be included in the review. Five themes were identified: (1) Frequency of interpreter and paediatric SLT collaboration; (2) training of SLTs and interpreters for speech therapy paediatric practice; (3) type of interpreters used during speech and language therapy paediatric sessions; (4) paediatric SLTs’ confidence when collaborating with interpreters; and, (5) policy influencing SLT and interpreter collaboration during management of paediatric clients.
CONCLUSION:
The review revealed limited direct research on the barriers and facilitators to SLT interpreter collaboration in the multilingual paediatric setting. Findings indicate that: (1) many SLTs consider their training in working with interpreters to be inadequate; (2) there is a lack of available professional interpreters and the use of family members as interpreters is common with paediatric clients. Further research is required to explore the specifics of training provided to interpreters and the factors that contribute to the lack of availability of professional interpreters for paediatric clients.
| Original language | English |
|---|---|
| Pages (from-to) | 17-27 |
| Number of pages | 11 |
| Journal | Advances in Communication and Swallowing |
| Volume | 25 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 14 Jun 2022 |
