Translation and Cultural Adaptation of the Cognitive Assessment System 2: Rating Scale
Resumen
In Puerto Rico there are no scales in Spanish for teachers to assess the neurocognitive processes underlying the academic and social functioning of students, as established in the Individuals with Disabilities Education Act (IDEA). This paper documents the process of translation and cultural adaptation of the Cognitive Assessment System 2: Rating Scale, which allows teachers to assess the neurocognitive processes of the PASS theory (Planning, Attention, Simultaneous and Successive Processing) in children and adolescents. A concurrent triangulation was used with a sample that included 2 translators, 8 experts in neurocognitive processes and 15 teachers. Chávez and Canino’s (2005) methodology was used to obtain semantic and content equivalence. The procedure included: translation into Spanish, review by bilingual experts and teachers, back-translation and final review by experts. According to the results, the reviewers understood the translation of all items, but suggested semantic (e.g. grammatical) and content (e.g. examples of cultural concepts) changes to maintain equivalence with the original version. This work shows the importance of avoiding literal translations, while using comprehensive models of translation and adaptation. In addition, it provides a tool for the identification and early intervention of Specific Learning Disorders (SLD) in Spanish-speaking students, in compliance with IDEA.
##plugins.generic.articleMetricsGraph.articlePageHeading##
##plugins.themes.bootstrap3.article.details##
Keywords
References
Alegría, M., Vila, D., Woo, M., Canino, G., Takeuchi, D., Vera, M., ...Shrout, P. (2004). Cultural relevance and equivalence in the NLAAS instrument: integrating etic and emic in the development of cross-cultural measures for a psychiatric epidemiology and services study of Latinos. International Journal of Methods in Psychiatric Research, 13(4), 270-288.
Bermonti, M., Díaz, W., Moreno, M. A., & Rodríguez, W. (2014). Concepciones sobre inteligencia, y su relación con habilidades lingüísticas en niños y niñas de habla hispana. Salud y Conducta Humana, 1(1), 1-12.
Bernal, G., Jimenez, M. I., & Domenech, M. (2009). Cultural adaptation of treatments: A resource for considering culture in evidence-based practice. Professional Psychology: Research and Practice, 40, 361-368.
Borsa, J., Damásio, B., & Bandeira, D. (2012). Adaptación y validación de instrumentos psicológicos entre culturas: Algunas consideraciones. Paidéia, 22(53), 423-432.
Brislin, R. W., Lonner, W. J., & Thorndike, R. M. (1973). Cross-cultural research methods. New York: John Wiley & Sons.
Chávez, L. M., & Canino, G. (2005). Toolkit on translating and adapting instruments. Cambridge, MA: Human Services Research Institute. Retrieved from http://www.hsri.org/files/uploads/publications/PN54_Translating_and_Adapting.pdf
Chávez, L. M., Matías-Carrelo, L., Barrio, C., & Canino, G. (2007). The Cultural Adaptation of the Youth Quality of Life Instrument-Research Version for Latino Children and Adolescents. Journal of Child and Family Studies, 16(1), 72-86. doi:10.1007/s10826-006-9069-2
Cortés, D. E., Gerena, M., Canino, G., Aguilar, S., Febo, V., Magana, C., ...Eisen, S. V. (2007). Translation and cultural adaptation of a mental health outcome measure: The BASIS-R(c). Culture, medicine and psychiatry, 31(1), 25-49. doi:10.1007/s11013-006-9043-x
Das, J. P., Naglieri, J. A., & Kirby, J. R. (1994). Assessment of Cognitive Processes. Allyn & Bacon, Publishers, Needham Heights: MA, USA.
Flaherty, J. A. (1987). Appropriate and inappropriate research methodologies for Hispanic mental health. En M. Gaviria (Ed.), Health and Behavior: Research Agenda for Hispanics (pp. 177-186). Chicago: University of Illinois Press.
Hale, J., Alfonso, V., Berninger, V., Bracken, B., Christo, C., Clark, E., ...Yalof, J. (2010). Critical issues in response-to-intervention, comprehensive evaluation, and specific learning disabilities identification and intervention: An expert white paper consensus. Learning Disability Quarterly, 33, 1-14.
Herdman, M., Fox-Rushby, J., & Badia, X. (1997). “Equivalence” and the translation and adaptation of health-related quality of life questionnaires. Quality of life research: An international journal of quality of life aspects of treatment, care and rehabilitation, 6(3), 237-247.
Individuals with Disabilities Education Act (IDEA), 20 USCA §1401 (2004).
Luria, A. R. (1973). The working brain: An introduction to neuropsychology. New York: Basic Books.
Matías-Carrelo, L., Chávez, L. M., Negrón, G., Canino, G., Aguilar, S., & Hope, S. (2003). The Spanish translation and cultural adaptation of five outcome measures. Culture, Medicine and Psychiatry, 27, 291-313.
McCallum, R. S., & Bracken, B. A. (2012). Universal multidimensional abilities scales.
Austin, TX: PRO-ED.
Mora-Rios, J., Bautista-Aguilar, N., Natera, G. & Pedersen, D. (2013). Adaptación cultural de instrumentos de medida sobre estigma y enfermedad mental en la Ciudad de México. Salud Mental, 36(1) 9-18. Retrieved from http://www.redalyc.org/articulo.oa?id=58225671002
Moreno, M. A. (julio, 2013). Hacia un modelo neurocognitivo para la evaluación psicológica: Implicaciones para el desarrollo de intervenciones en poblaciones escolares. Ponencia presentada en el Congreso de la Sociedad Interamericana de Psicología, Brasilia, Brasil.
Naglieri, J. A. (2011). The Discrepancy/Consistency approach to SLD identification using the PASS theory. In D. P Flanagan & V. C. Alfonso (Eds.), Essentials of specific learning disability identification (pp. 145-172). Hoboken, NJ: Wiley
Naglieri, J. A., & Goldstein, S. (2011). Assessment of cognitive and neuropsychological processes. In S. Goldstein & J. A. Naglieri (Eds.), Understanding and managing learning disabilities and ADHD in late adolescence and adulthood (pp. 137-160). New York, NY: Wiley.
Naglieri, J. A., Das, J. P. & Goldstein, S. (2014). Cognitive Assessment System: Rating Scale Examiner’s Manual. 2ed. Austin, Texas: PRO-ED, Inc.
Naglieri, J. A., Das, J. P. & Goldstein, S. (2014). Cognitive Assessment System: Interpretative and Technical Manual. 2ed. Austin, Texas: PRO-ED, Inc.
Naglieri, J. A., & Otero, T. M. (2011). Assessing diverse populations with nonverbal measures of ability in a neuropsychological context. In A. Davis (Eds.), Handbook of Pediatric Neuropsychology (pp. 320-333). New York: Springer Publishing.
Naglieri, J. A. & Otero, T. M. (2017). Essentials of CAS2 Assessment. New York, NY: John Wiley & Sons.
Naglieri, J. A. & Otero, T. M. (2018). The cognitive assessment system-2: From theory to practice. In Flanagan, D. P., & Harrison, P. L. (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (4th ed.). New York, NY: Guilford Press.
Naglieri, J. A., & Pickering, E. (2010). Helping children learn: Intervention handouts for use in school and at home (2nd ed.). Baltimore, MD: Brookes.
National Center for Learning Disabilities. (2014). The State of Learning Disabilities. Retrieved from http://gradnation.org/sites/default/files/The%20State%20of%20Learning%20Disabilities.pdf
Nelson, J. M., & Harwood, H. (2011). Learning Disabilities and Anxiety: A Meta-Analysis. Journal of Learning Disabilities, 44(1), 3-17. doi:10.1177/0022219409359939
Rosen, P. (2018, May 12). The Discrepancy Model: What you need to know. Retrieved from: https://www.understood.org/en/school-learning/evaluations/evaluation-basics/the-discrepancy-model-what-you-need-to-know
Shifrer, D., Muller, C., & Callahan, R. (2011). Disproportionality and learning disabilities: Parsing apart race, socioeconomic status, and language. Journal of Learning Disabilities, 44(3), 246-257.
Sotelo, M., Flanagan, D. P., & Alfonso, V. C. (2011). Overview of specific learning disabilities. In D. P., Flanagan & V. C. Alfonso (Eds.), Essentials of Specific Learning Disability Identification (pp. 1-19), Hoboken, NJ: John Wiley & Sons, Inc.
van Widenfelt, B. M., Treffers, P. D., de Beurs, E., Siebelink, B. M., & Koudijs, E. (2005). Translation and cross-cultural adaptation of assessment instruments used in psychological research with children and families. Clinical Child and Family Psychology Review, 8(2), 135-147.
Zirkel, P. A., & Thomas, L. B. (2010). State laws for RTI: An updated snapshot. Teaching Exceptional Children, 42(3), 56-63.
Bermonti, M., Díaz, W., Moreno, M. A., & Rodríguez, W. (2014). Concepciones sobre inteligencia, y su relación con habilidades lingüísticas en niños y niñas de habla hispana. Salud y Conducta Humana, 1(1), 1-12.
Bernal, G., Jimenez, M. I., & Domenech, M. (2009). Cultural adaptation of treatments: A resource for considering culture in evidence-based practice. Professional Psychology: Research and Practice, 40, 361-368.
Borsa, J., Damásio, B., & Bandeira, D. (2012). Adaptación y validación de instrumentos psicológicos entre culturas: Algunas consideraciones. Paidéia, 22(53), 423-432.
Brislin, R. W., Lonner, W. J., & Thorndike, R. M. (1973). Cross-cultural research methods. New York: John Wiley & Sons.
Chávez, L. M., & Canino, G. (2005). Toolkit on translating and adapting instruments. Cambridge, MA: Human Services Research Institute. Retrieved from http://www.hsri.org/files/uploads/publications/PN54_Translating_and_Adapting.pdf
Chávez, L. M., Matías-Carrelo, L., Barrio, C., & Canino, G. (2007). The Cultural Adaptation of the Youth Quality of Life Instrument-Research Version for Latino Children and Adolescents. Journal of Child and Family Studies, 16(1), 72-86. doi:10.1007/s10826-006-9069-2
Cortés, D. E., Gerena, M., Canino, G., Aguilar, S., Febo, V., Magana, C., ...Eisen, S. V. (2007). Translation and cultural adaptation of a mental health outcome measure: The BASIS-R(c). Culture, medicine and psychiatry, 31(1), 25-49. doi:10.1007/s11013-006-9043-x
Das, J. P., Naglieri, J. A., & Kirby, J. R. (1994). Assessment of Cognitive Processes. Allyn & Bacon, Publishers, Needham Heights: MA, USA.
Flaherty, J. A. (1987). Appropriate and inappropriate research methodologies for Hispanic mental health. En M. Gaviria (Ed.), Health and Behavior: Research Agenda for Hispanics (pp. 177-186). Chicago: University of Illinois Press.
Hale, J., Alfonso, V., Berninger, V., Bracken, B., Christo, C., Clark, E., ...Yalof, J. (2010). Critical issues in response-to-intervention, comprehensive evaluation, and specific learning disabilities identification and intervention: An expert white paper consensus. Learning Disability Quarterly, 33, 1-14.
Herdman, M., Fox-Rushby, J., & Badia, X. (1997). “Equivalence” and the translation and adaptation of health-related quality of life questionnaires. Quality of life research: An international journal of quality of life aspects of treatment, care and rehabilitation, 6(3), 237-247.
Individuals with Disabilities Education Act (IDEA), 20 USCA §1401 (2004).
Luria, A. R. (1973). The working brain: An introduction to neuropsychology. New York: Basic Books.
Matías-Carrelo, L., Chávez, L. M., Negrón, G., Canino, G., Aguilar, S., & Hope, S. (2003). The Spanish translation and cultural adaptation of five outcome measures. Culture, Medicine and Psychiatry, 27, 291-313.
McCallum, R. S., & Bracken, B. A. (2012). Universal multidimensional abilities scales.
Austin, TX: PRO-ED.
Mora-Rios, J., Bautista-Aguilar, N., Natera, G. & Pedersen, D. (2013). Adaptación cultural de instrumentos de medida sobre estigma y enfermedad mental en la Ciudad de México. Salud Mental, 36(1) 9-18. Retrieved from http://www.redalyc.org/articulo.oa?id=58225671002
Moreno, M. A. (julio, 2013). Hacia un modelo neurocognitivo para la evaluación psicológica: Implicaciones para el desarrollo de intervenciones en poblaciones escolares. Ponencia presentada en el Congreso de la Sociedad Interamericana de Psicología, Brasilia, Brasil.
Naglieri, J. A. (2011). The Discrepancy/Consistency approach to SLD identification using the PASS theory. In D. P Flanagan & V. C. Alfonso (Eds.), Essentials of specific learning disability identification (pp. 145-172). Hoboken, NJ: Wiley
Naglieri, J. A., & Goldstein, S. (2011). Assessment of cognitive and neuropsychological processes. In S. Goldstein & J. A. Naglieri (Eds.), Understanding and managing learning disabilities and ADHD in late adolescence and adulthood (pp. 137-160). New York, NY: Wiley.
Naglieri, J. A., Das, J. P. & Goldstein, S. (2014). Cognitive Assessment System: Rating Scale Examiner’s Manual. 2ed. Austin, Texas: PRO-ED, Inc.
Naglieri, J. A., Das, J. P. & Goldstein, S. (2014). Cognitive Assessment System: Interpretative and Technical Manual. 2ed. Austin, Texas: PRO-ED, Inc.
Naglieri, J. A., & Otero, T. M. (2011). Assessing diverse populations with nonverbal measures of ability in a neuropsychological context. In A. Davis (Eds.), Handbook of Pediatric Neuropsychology (pp. 320-333). New York: Springer Publishing.
Naglieri, J. A. & Otero, T. M. (2017). Essentials of CAS2 Assessment. New York, NY: John Wiley & Sons.
Naglieri, J. A. & Otero, T. M. (2018). The cognitive assessment system-2: From theory to practice. In Flanagan, D. P., & Harrison, P. L. (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (4th ed.). New York, NY: Guilford Press.
Naglieri, J. A., & Pickering, E. (2010). Helping children learn: Intervention handouts for use in school and at home (2nd ed.). Baltimore, MD: Brookes.
National Center for Learning Disabilities. (2014). The State of Learning Disabilities. Retrieved from http://gradnation.org/sites/default/files/The%20State%20of%20Learning%20Disabilities.pdf
Nelson, J. M., & Harwood, H. (2011). Learning Disabilities and Anxiety: A Meta-Analysis. Journal of Learning Disabilities, 44(1), 3-17. doi:10.1177/0022219409359939
Rosen, P. (2018, May 12). The Discrepancy Model: What you need to know. Retrieved from: https://www.understood.org/en/school-learning/evaluations/evaluation-basics/the-discrepancy-model-what-you-need-to-know
Shifrer, D., Muller, C., & Callahan, R. (2011). Disproportionality and learning disabilities: Parsing apart race, socioeconomic status, and language. Journal of Learning Disabilities, 44(3), 246-257.
Sotelo, M., Flanagan, D. P., & Alfonso, V. C. (2011). Overview of specific learning disabilities. In D. P., Flanagan & V. C. Alfonso (Eds.), Essentials of Specific Learning Disability Identification (pp. 1-19), Hoboken, NJ: John Wiley & Sons, Inc.
van Widenfelt, B. M., Treffers, P. D., de Beurs, E., Siebelink, B. M., & Koudijs, E. (2005). Translation and cross-cultural adaptation of assessment instruments used in psychological research with children and families. Clinical Child and Family Psychology Review, 8(2), 135-147.
Zirkel, P. A., & Thomas, L. B. (2010). State laws for RTI: An updated snapshot. Teaching Exceptional Children, 42(3), 56-63.
Cómo citar
Translation and Cultural Adaptation of the Cognitive Assessment System 2: Rating Scale. (2018). Revista Puertorriqueña De Psicologia, 29(2), 238-253. https://www.repsasppr.net/index.php/reps/article/view/430
Número
Sección
Artículo de investigación
Si se acepta un trabajo para su publicación, los derechos de impresión y de reproducción por cualquier forma y medio son de la Asociación de Psicología de Puerto Rico (APPR), que no rechazará cualquier petición razonable por parte de los autores para obtener el permiso de reproducción de sus contribuciones. Debe adjuntarse una carta tipo de cesión de derechos. Se entiende que las opiniones expresadas en los artículos son de responsabilidad exclusiva de los autores y no comprometen la opinión y política científica de la Revista ni de la APPR. Igualmente, las actividades descritas en los trabajos publicados estarán de acuerdo con los criterios de ética, tanto por lo que se refiere a los trabajos con humanos como a la experimentación animal, así como en todo lo relativo a la ética profesional.
Cómo citar
Translation and Cultural Adaptation of the Cognitive Assessment System 2: Rating Scale. (2018). Revista Puertorriqueña De Psicologia, 29(2), 238-253. https://www.repsasppr.net/index.php/reps/article/view/430