QUALITY ASSURANCE SCREENING

Transcription

1 QUALITY ASSURANCE SCREENING Study Packet (Updated 10/1/2011)

2 Greetings QA Candidate: Congratulations on making this step towards earning a QA level. We wish you the best in your preparations. This QA Information and Study Packet contains information about the QA system and its process as well as information needed to prepare for the QA written test. The QA written test contains questions developed from a variety of sources. These resources are referenced for you in this packet. It is your responsibility to acquire the information not included in this packet. If you have not yet submitted your application for the QA written test or the QA performance screening, you should do that as soon as possible. These applications can be obtained from the FRID website - QA dates are set in advance as are the screening sites. If the site nearest you is filled, you may need to travel to another site or wait for the next screening date in your area. The current QA schedule and sites are listed on the above noted website as well. The Florida QA screening is not sanctioned by the Registry of Interpreters for the Deaf (RID). The Florida QA screening is considered a stepping stone to national certification. We encourage all Florida QA apprentices of interpreting to continue their professional development and strive to achieve RID national certification. Again, we applaud your efforts to continue in your development in interpreting and wish you the best during your preparations for the QA written test and the QA performance screening. We will do everything we can to make this assessment process as positive and beneficial an experience as possible. On behalf of the entire QA Team, Sincerely, Jamie B. Aranda, NIC, QA Chairperson qa@fridcentral.org

3 General Information Welcome to the Florida Quality Assurance Screening System. The enclosed material will explain the Quality Assurance process and procedures from application through notification of results. It is hoped that this information will help you understand the process and encourage you to apply the information as you strive to improve and expand your knowledge and skills. Originally, the QA screening process was implemented in the state of Florida as a method of determining the interpreting skill level of individuals, who were hired by Vocational Rehabilitation and other state agencies. In 1981, the Florida Registry of Interpreters for the Deaf, Inc. (FRID) and Sammie Elser, with the Department of Communicology at the University of South Florida, revised the screening system to monitor the progress of precertified interpreters. From 1988 to 1993, the system underwent several revisions; then, from 1997 to the present, additional upgrades/updates have been made to better serve individuals seeking assessment and hiring entities in Florida. The current system is the result of the dedicated and sustained efforts of many people. A statewide network of trained screening teams, headed by a site coordinator, administers the written test and the performance screening. Current testing/assessment sites are located in Ft. Lauderdale, Orlando, Tampa, Jacksonville, and Pensacola. The written test and performance screening are conducted on a regular basis with dates and locations posted on the FRID website - The FRID Quality Assurance screening is a stepping stone toward interpreter competence. You are expected to project a professional attitude as in an actual interpreting situation. The screening process is administered in a serious manner. You should consider demeanor, appropriate dress, mannerisms, eye contact, attitude and courtesy as an integral part of the process. Receiving a state Quality Assurance Level 1, 2, or 3 qualifies an individual as an apprentice of interpreting who can interpret in limited situations. The Florida QA screening is in no way affiliated with or sanctioned by the national Registry of Interpreters for the Deaf (RID). The national RID evaluation certifies an individual as a professional, certified interpreter and/or transliterator. This certified professional may interpret/transliterate in many types of situations. Thank you for your desire to become an interpreter and for your interest in the Florida Quality Assurance Screening System. We wish you the best as you follow this commitment to excellence in the interpreting field. Official FRID QA Study Packet (10/11) jeba Page 2

4 Application Procedures 1. Candidate obtains a QA application which is available on the FRID website, You may also contact the QA Chair for an application. 2. The QA study packet can be downloaded from the QA section online at 3. Candidate returns the completed application to the FRID Treasurer, along with appropriate fees. This part of the process could take up to two weeks. 4. The FRID Treasurer processes the application and forwards a copy to the QA Scheduler who will inform the site coordinators as to who will be testing. The sit coordinator will contact the candidate with a specific time and location of the test/screening approximately two weeks prior to the test/screening. 5. The site coordinator will contact the candidate before the testing/screening with the exact time and location. If you have not heard from the site coordinator within two weeks of your testing/screening date, you should him/her - site coordinator addresses are located on the QA schedule on the FRID website. Feel free to also contact the QA Chair or QA Scheduler. 6. Candidate participates in the written test or performance screening. Additional Information 1. All QA levels are good for a period of 4 years from the date of the QA screening. A QA level is only valid, however, with current, annual membership. 2. After you take the performance, you must wait at least 1 year before taking the performance again - whether you receive a level or not. The reason for this is that 1 year is the minimum time for you to work with the suggestions given in your feedback and to have improved your skills sufficiently to have a better performance. 3. The QA level card will reflect expiration dates, which may not coincide with the FRID membership year - July 1 of one year to June 30 of the following year. QA level holders should be aware when their expiration date is and schedule a screening date with sufficient time to allow for the processing, screening, rating and issuance of another level card, if/as achieved. 4. Content of the QA program (i.e. written test questions, topics/conversations, etc. of performance screening videotapes) must be regarded by the candidate and QA team members as confidential information. Official FRID QA Study Packet (10/11) jeba Page 3

5 The Written Test 1. The written test is given in a professional atmosphere protecting the integrity of the testing instrument. 2. Photo identification (i.e. driver s license, photo ID, etc.) is required upon arrival/check-in at the testing site. 3. A maximum of two (2) hours will be allowed for the written test. 4. Once the written test has begun, no one will be allowed into the testing room. Those arriving late will have to wait until the next available testing date. 5. A study packet is available to assist with preparation for the written test (see Application Procedures). 6. The purchasing or obtaining of materials recommended as study material is the responsibility of the candidate. 7. The applicant must score at least 85 correct answers out of a 100 (85%) to pass. The applicant must pass the written test before proceeding on to the performance screening. 8. When a candidate passes the written test, s/he must proceed to the performance screening within two (2) years. If this period is exceeded, the candidate must retake the written test. 9. When a candidate does not pass the written test, s/he must wait three (3) months before re-testing. 10. If a candidate has taken and passed the RID written test, the QA written test will be waived upon receipt of a copy of the RID passing notification letter; this can be mailed with the QA application to the QA Chair Jamie B. Aranda, NIC. Official QA Study Packet (10/11) jeba Page 4

6 Written Test The QA written test covers five (5) major categories: Knowledge and application of the RID Code of Ethics (approx. 29 % of the test) RID Code of Ethics, RID Grievance Procedure, Ethical Situations Knowledge of Interpreting (approx. 48 % of the test) Information from So You Want To Be An Interpreter by Jan Humphrey and Bob Alcorn, Interpreting: An Introduction, by Nancy Frishberg, and Transliterating: Show Me The English, by Jean Kelly, RID, FRID, interpreting conditions, interpreting settings, business practices, competencies needed as an interpreter Knowledge of Sign Language/ASL (approx. 12 % of the test) Sign formation, aspects of ASL, ASL syntax, non-manual markers, sentence types, time features, classifiers, sign relationships, pluralization, temporal aspects (duration and frequency), English sign systems, Deaf community, interaction among interpreters, interaction with hearing persons Knowledge of Florida and Federal Laws (approx. 5 % of the test) Florida Statues , ; Americans with Disabilities Act (ADA), Public Law , the Rehabilitation Act of 1973, Section 504 Knowledge of Deaf Culture (approx. 6% of the test) Deaf community, Deaf culture - behaviors, values, traditions, etc. The Performance Screening 1. You will have a warm-up period of one (1) hour, in a separate room. The videotape will include the same people seen during the screening and the situations are similar. A script of the warm-up segments is in the warm-up room. Remember, to get your full hour of warm-up time, it is important to arrive promptly. If you arrive late for the warm-up, you will only have the time remaining in your warm-up time slot. 2. During the performance screening you will be alone in a room with a video camera, a TV and a VCR/DVD. You will be videotaped as you follow the instructions on the TV screen. There will be six segments - three for interpreting and three for transliterating; each segment is approximately 7 minutes long. The three interpreting segments include one segment that is to be interpreted (expressive), one segment that is to be voiced (receptive) and one segment that is interactive (both expressive and receptive skills are used). The three transliterating segments follow the same format and order. Each segment will be titled and you will be reminded to either interpret or transliterate. Official QA Study Packet (10/11) jeba Page 5

7 3. It is important during the during the receptive and interactive portions of the screening (Segments 2, 3, 5 and 6) to keep you eyes on the TV screen - if you look away, it is possible you will miss part of a signed message. It is not necessary to watch the TV on Segment 1 and 4 (expressive segments). The site coordinator or host will position the camera to get the best taping of your signed performance. 4. During the taping, the candidate is not to rewind the stimulus tape for a second chance at catching or understanding part of the message. If this is noted, the candidate s screening will be declared invalid and the candidate will have to wait one (1) year to attempt re-screening. 5. Please note that the QA performance is comprehensive in nature and the candidate must show interpreting and transliterating skill, both receptively and expressively. A clear distinction between interpreting and transliterating must be seen. Policy Statements 1. APPLICANT FEES - It is the policy of the QA Administrative Team that if an applicant is unable to attend the scheduled screening and contacts the QA site coordinator where they will be screened BEFORE the date of the screening, or in the case of a emergency (i.e. documented medical emergency or death in the family, etc.), the screening fee may be refunded or applied to a future screening within one year of the original screening date. In all other cases, the fee shall be forfeited. 2. WRITTEN TEST WAIVER - If the applicant passes the NIC written test, becoming a current candidate for the NIC performance test and can provide a copy of the NIC passing letter to the QA Chair, they may be waived from the QA written test. 3. ETHICAL PRACTICES VIOLATION - It is the policy of the QA screening committee that if a candidate has an ethical practices violation filed against him/her, the candidate cannot be screened while it is outstanding. 4. QA CARDS FROM OTHER STATES - Due to the differences and the varied screening instruments in other states, there is no reciprocity offered between the Florida QA and QA systems from other states. It is strongly encouraged that QA card holders from other states attempt the Florida QA or national certification as soon as possible upon relocation. Official QA Study Packet (10/11) jeba Page 6

8 5. REQUEST FOR RE-EVALUATION - It is the policy of the QA screening system that a request for re-evaluation of a candidate s performance will be granted only in the case of environmental or equipment concerns (i.e. heating/air conditioning problems, equipment breakdown or malfunction, excessive noise, etc.). Any claim in such cases must be made in writing ( is sufficient) at the time of the QA or within seven days of the performance screening. All requests should be directed to the QA Chair. 6. QA SCORE REPORTING - It is the policy of the QA screening committee that the results of the QA performance screening will include the level awarded and feedback, including strengths and areas needing improvement. 7. VALID QA LEVELS - It is the policy of the QA screening committee, that all QA levels awarded are valid only when FRID/RID membership dues are current. 8. DISCLAIMER - The Florida Quality Assurance screening system is in no way connected with, affiliated with, sanctioned or approved by the Registry of Interpreters for the Deaf, Inc. (RID) 9. PAT SEGER SCHOLARSHIP - $1.00 from every QA screening application fee received will be set aside into the Pat Seger Scholarship Fund. Quality Assurance Screening Levels - Functional Descriptors FRID offers the following guidelines for the use of its screened apprentices of interpreting. The type of settings in which the apprentice is utilized should be considered based on capability of the apprentice and the signing needs of the situation. Professional judgment on the part of the apprentice and the hiring agent should be exercised. The settings noted are not all inclusive. Level 1 - Basic Apprentice of Interpreting Work with supervisor, one-on-one where apprentice has opportunity to stop communication for clarification; example situations - social and recreational (i.e. YMCA, gyms, etc.), informational meetings and non-technical situations, library, parks, arts and crafts, non-academic adult ed., on-the-job training (not computer or technical), routine employment (not firings, reprimands, promotions, etc. - where consumer impact is high); small group or limited platform interpreting with extensive prior preparation, where there is minimal impact on the consumer. Do Not Use In - legal of any kind*, mental health, serious medical situations, educational, interviews, formal platform, critical situations of any nature - where impact on the consumer is moderate to high. Official QA Study Packet (10/11) jeba Page 7

9 Level 2 - Intermediate Apprentice of Interpreting Discretion should be used according to the situation and the language level of the consumer; be able to function expressively and receptively with interpreting and transliterating; educational tutorial situations, informational meeting, daily living skills training, routine medical appointments, childbirth classes, some eligibility and welfare, some technical meetings, some K-12 and undergraduate course work; one-on-one easy voicing; limited voicing and limited platform (without much opportunity for preparation) Do Not Use In - legal of any kind*, critical or life threatening medical, mental health Level 3 - Advanced Apprentice of Interpreting Can function in many situations; where there may not be the opportunity to stop for clarification; situations as noted in Level 1 and 2, including public meetings, interviews, some mental health (routine), non-critical and non-life threatening medical situations Do Not Use In - legal of any kind*, critical or life threatening medical, extensive mental health *Including but not limited to courtroom, civil or criminal hearings, police interrogation, consultation with a lawyer Position Paper On Legal Settings It is the position of the Florida Registry of Interpreters for the Deaf that QA level interpreting apprentices NOT be used in any type of legal setting, including, but not limited to courtroom, civil or criminal hearings, police interrogations, police investigations, consultation with a lawyer, etc. For more information on the qualification needs of interpreters in legal settings, refer to the national Registry of Interpreters for the Deaf Standard Practice paper on Interpreting in Legal Settings below (reprinted with permission from RID): INTERPRETING IN LEGAL SETTINGS A qualified RID certified interpreter can bridge the communication gap between legal professionals and deaf individuals they encounter. In legal settings, clear and accurate communication among all involved parties is essential. When the legal professional and the consumer of legal services do not share a common language or communication method, a hazardous gap exists. Official QA Study Packet (10/11) jeba Page 8

10 The legal professional can jeopardize an entire legal process or proceeding by using an unqualified interpreter. Deaf individuals appear in all kinds of legal settings and on both sides of the legal fence. Whether complainants, defendants, victims, or the accused, or simply taking care of personal business that involves legal issues, deaf individuals have the right to full and clear communication. Attorney-client meetings, settlement conferences, real estate closings, administrative hearings, depositions, and the courts are some of the legal settings that may require sign language or oral interpretation by a qualified interpreter. Who is responsible for providing interpreters? State and local courts and administrative agencies are subject to Title II of the Americans with Disabilities Act (ADA) and other state and federal statues. They are required to provide interpreters or other auxiliary aids and services for persons who are deaf or hard of hearing. Under Title III of the ADA, law offices are places of public accommodation that must provide interpreters when necessary to render effective communication. Neither courts nor attorneys may pass along the cost of interpreting service to the individual who is deaf, either directly or indirectly. Law offices may be entitled to an income tax credit for interpreter fees expended in compliance with the ADA. In instances of court ordered activities, such as alcohol and drug assessment, domestic violence group sessions, and traffic school, the responsibility for providing interpreting service is not so clearly placed. The provision of interpreting services may be the responsibility of the ordering court, under Title II. Or, the agency providing the court ordered services may be responsible under their own Title III obligation. For complete information on the ADA, contact the U.S. Department of Justice, ADA Information Hotline at for voice or for TDD. ADA Technical Assistance Manuals are also available from the Department of Justice. In addition to federal laws such as the ADA, some state and local jurisdictions may have statutory requirements relating to the use of interpreters in the legal system. Federal, state, and local statutes requiring use of interpreters may apply to legal situations in which deaf persons are not direct parties, but are related to the situation in some significant way. An example of this would be the deaf parent or guardian of a minor or person who is incompetent and becomes involved in a legal situation. In addition, people who are deaf may serve on juries and attorneys who are deaf may use interpreters in many job-related situations other than the courtroom. What are the responsibilities of the interpreter? An interpreter s first responsibility is to weigh the information regarding the circumstances judiciously to determine whether or not she/he is qualified for the particular situation. Some reasons for declining the assignment could be related to the communication mode of the deaf people involved or personal knowledge or bias in the case. Official QA Study Packet (10/11) jeba Page 9

11 Once the interpreter has accepted an assignment, he or she has the responsibility to facilitate communication accurately and impartially between the parties. The interpreter must execute this role with total absence of bias and must maintain strict confidentiality. Whether communications are covered by legal privilege or not, the interpreter is under professional obligation to maintain confidentiality. The professional ethics1 of the interpreter requires that the interpreter maintain a singular role. If an interpreter in a case is asked to provide expert testimony, such as on language, deafness, or matters related to the case, or to act as advocate or consultant for any involved party, the interpreter must either decline to do so, or withdraw as an interpreter from the case. As professionals, interpreters are responsible for making arrangements in advance for compensation.2 How many interpreters are needed? Each situation requiring interpretation should be assessed to determine the number of interpreters needed. Often, because of the length or complexity of an assignment, interpreters will work in teams of two or more.3 Interpreting is more mentally and physically demanding than most people realize, and the first thing to suffer as a result of interpreter fatigue is accuracy. Besides fatigue, there may be legal or logistical reasons to have more than one interpreter. For example, if more than one deaf individual is involved, one team of interpreters may be interpreting for a witness while a second team is at the defense table with a deaf defendant and the defense attorney. In some instances, the communication mode of an individual who is deaf may be so unique that it cannot be accessed by interpreters who are hearing. Such cases may require the use of a Certified Deaf Interpreter who is able to meet the special communication need.4 How do you know if an interpreter is qualified? In the field of interpreting, as in other professions, appropriate credentials are an important indicator of an interpreter s qualifications. The RID awards certification to interpreters who successfully pass national tests. The tests assess not only language knowledge and communication skills, but also knowledge and judgment on issues of ethics, culture, and professionalism. The most common RID certifications are: NIC National Interpreter Certification NIC Advanced National Interpreter Certification Advanced NIC Master National Interpreter Certification Master CI Certification of Interpretation CT Certification of Transliteration CSC Comprehensive Skills Certification IC Interpretation Certificate TC Transliteration Certificate CDI Certified Deaf Interpreter OIC:C Oral Interpreting Certification - Comprehensive Official QA Study Packet (10/11) jeba Page 10

12 An interpreter who obtains a CI, CT, or CSC, and meets other requirements through training and experience, and passes a rigorous testing process, can obtain the SC:L - Specialist Certificate: Legal. The best choice for any legal situation is an interpreter who possesses an SC:L. Unfortunately, the supply of SC:L interpreters cannot meet the demand. If an interpreter holding the SC:L is not available, an interpreter with previously mentioned generalist certifications and training in legal interpreting should be able to provide satisfactory service. How do you find a qualified interpreter? You can engage a private practice interpreter directly or through an interpreter service agency that will find an interpreter to meet your needs. If you are unable to find qualified interpreters in your area, contact the national RID, who can refer you to a contact person or agency in your area. In some instances, a person who is deaf can provide names of interpreters or agencies. What can you do in order to work effectively with an interpreter? As you work with an interpreter, you can facilitate communication in several ways: Allow the interpreter to become familiar with the matter at hand through discussion of the case and provision of materials. This preparation enables the interpreter to render a more accurate interpretation. Realize that there are legal requirements and codes of conduct affecting interpreters in your jurisdiction. Recognize that the interpreter will interpret all that is said in the presence of all individuals and will not edit out anything spoken or signed as an aside or anything that is said to others in the room. Realize that the interpreter is bound by a professional code of ethics not to provide any information or opinions about the individual who is deaf or about the situation, except in regard to communication issues. Expect that the interpreter may occasionally pause to ask you for an explanation or clarification of terms in order to provide an accurate interpretation. Work with the interpreter to determine the best possible physical placement for all parties in the situation. Speak directly to the individual who is deaf rather than saying to the interpreter, Ask him... or Tell her... The Association believes that the only way that the legal rights of deaf people can be assured and the integrity of the legal process be safeguarded is by having qualified RID certified interpreters who have received rigorous training in legal interpreting interpret in legal settings. RID has a series of Standard Practice Papers available upon request. Footnotes frequently reference these materials. 1. see RID Code of Ethics 2. see Business Practices: Billing Considerations 3. see Team Interpreting 4. see Use of a Certified Deaf Interpreter Official QA Study Packet (10/11) jeba Page 11

13 Laws and the Interpreter The following is a representative listing rather than an exhaustive listing of laws pertinent to interpreters. Federal Law 1) P.L (The Education for All Handicapped Children Act of 1975 since renamed the Individuals with Disabilities Education Act - IDEA) - This act clearly establishes the right for all disabled children to quality education and spells out how to achieve this fundamental right. It is a permanent body of law and has no expiration date as do other federal education laws. Among the more important guarantees at the core of this law are: A free and appropriate public education, including provision of related services such as occupational therapy, physical therapy, interpreters for the deaf, etc. An Individualized Education Plan (IEP) for each disabled child Placement in the Least Restrictive Environment (LRE) Commentary: This is the law that guarantees the right to an interpreter when appropriate for the deaf student in a public school setting. Whether an interpreter is appropriate for a particular student is dependent on a number of factors which are to be determined on a case-by-case basis. P. L does not apply to students in a private school that does not receive Federal funds. 2) P.L (The Vocational Rehabilitation Act of 1965) - this law identified sign language interpreters as a service for deaf clients of Vocational Rehabilitation, for the first time. This marked the beginning of paid interpreting opportunities for sign language interpreters in the United States. 3) P.L (The Rehabilitation Act of including section 501, employment practices of the federal government, section 503, federal contractors, and section 504, recipients of federal assistance) - this law defines handicapped individuals and their rights. It mandates fully accessible rehabilitation services to persons of all disability groups. This means that agencies and institutions which receive federal funds or benefit from federal financial assistance, must be accessible - including post secondary institutions, business, criminal legal proceedings, and medical settings, etc. Sign language interpreters are one form accommodation to achieve this access. Official QA Study Packet (10/11) jeba Page 11

14 Under this law, recipient is defined to cover entities and person to which federal financial assistance is extended directly or through another recipient. For example, if the University of Florida received federal funds and the University sponsors a day care center for children or adults (regardless of the fact that the day care center does not receive federal financial assistance) the day care center s programs must be accessible to disabled persons. Commentary: It is a common misconception that the Rehabilitation Act of 1975, section 504, applies only to students who are Vocational Rehabilitation clients. This is NOT true. This law covers all disabled persons in health care facilities, parking lots, access roads, and all buildings that were built, renovated or maintained by federal funds. 4) Americans with Disabilities Act (ADA) - this law applies the concept of equal access to the private business sector; ADA requires businesses of a certain minimum size to provide accommodations to achieve equal access to disabled individuals; this would include interpreters to Deaf employees, TTYs, etc. Florida Statutes Concerning Interpreters The information that follows was found at the Florida Statues and Constitution website. The URL for this website is: Interpreters and translators - (1) (a) When a judge determines that a witness cannot hear or understand the English language, or cannot express himself or herself in English sufficiently to be understood, an interpreter who is duly qualified to interpret for the witness shall be sworn to do so. (b) This section is not limited to persons who speak a language other than English, but applies also to the language and descriptions of any person, such as a child or a person who is mentally or developmentally disabled, who cannot be reasonably understood, or who cannot understand questioning, without the aid of an interpreter. (2) A person who serves in the role of interpreter or translator in any action or proceeding is subject to all the provisions of this chapter relating to witnesses. (3) An interpreter shall take an oath that he or she will make a true interpretation of the questions asked and the answers given and that the interpreter will make a true translation into English of any writing which he or she is required by his or her duties to decipher or translate. Official QA Study Guide (10/11) jeba Page 12

15 Interpreter Services for Deaf Persons - (1) The Legislature finds that it is an important concern that the rights of deaf citizens be protected. It is the intent of the Legislature to ensure that appropriate and effective interpreter services be made available to Florida s deaf citizens. (2) In all judicial proceedings and in sessions of a grand jury wherein a deaf person is a complainant, defendant, witness, or otherwise a party, or wherein a deaf person is a juror or grand juror, the court or presiding officer shall appoint a qualified interpreter to interpret the proceedings or deliberations to the deaf person and to interpret the deaf person s testimony, statements, or deliberations to the court, jury, or grand jury. A qualified interpreter shall be appointed, or other auxiliary aid provided as appropriate, for the duration of the trial or other proceeding in which a deaf juror or grand juror is seated. (3) (a) Deaf person means any person whose hearing is so seriously impaired as to prohibit the person from understanding oral communications when spoken in a normal, conversational tone. (b) For the purposes of this section, the term qualified interpreter means an interpreter certified by the National Registry of Interpreters for the Deaf or the Florida Registry of Interpreters for the Deaf or an interpreter whose qualifications are otherwise determined by the appointing authority. (6) No qualified interpreter shall be appointed unless the appointing authority and the deaf person make a preliminary determination that the interpreter is able to communicate readily with the deaf person and is able to repeat and translate statements to and from the deaf person accurately. (7) Before a qualified interpreter may participate in any proceedings subsequent to an appointment under the provisions of this act, such interpreter shall make an oath or affirmation that he or she will make a true interpretation in an understandable manner to the deaf person for whom the interpreter is appointed and that he or she will repeat the statements of the deaf person in the English language to the best of his or her skill and judgment. Whenever a deaf person communicates through an interpreter to any person under such circumstances that the communication would be privileged, and the recipient of the communication could not be compelled to testify as to the communication, this privilege shall apply to the interpreter. CHILD PROTECTION LAWS: Florid law requires ALL persons who observe any situation or evidence that may indicate child abuse to report these observed evidences or situations to the appropriate authority. Abuse is defined as any situation that endangers the physical, mental and emotional wellbeing of the child. Official QA Study Packet (10/11) jeba Page 13

16 Commentary: As interpreters you are NOT protected by any confidentiality laws and as a result, you must report any incidents that you observe or interpret for in which you are privy to information that may indicate child abuse. Code of Professional Conduct (Adopted July 2005) The National Association of the Deaf (NAD) and the Registry of Interpreters for the Deaf, Inc. (RID) uphold high standards of professionalism and ethical conduct for interpreters. Embodied in the Code of Professional Conduct (formerly known as the Code of Ethics) are seven tenets setting forth guiding principles, followed by illustrative behaviors. The tenets of the Code of Professional Conduct are to be viewed holistically and as a guide to professional behavior. The code provides assistance in complying with the code. The guiding principles offer the basis upon which the tenets are articulated. The illustrative behaviors are not exhaustive, but are indicative of the conduct that may either conform to or violate a specific tenet or the code as a whole. When in doubt, one should refer to the explicit language of the tenet. If further clarification is needed, questions may be directed to the national office of the Registry of Interpreters for the Deaf, Inc. TENETS 1. Interpreters adhere to standards of confidential communication. 2. Interpreters possess the professional skills and knowledge required for the specific interpreting situation. 3. Interpreters conduct themselves in a manner appropriate to the specific interpreting situation. 4. Interpreters demonstrate respect for consumers. 5. Interpreters demonstrate respect for colleagues, interns, and students of the profession. 6. Interpreters maintain ethical business practices. 7. Interpreters engage in professional development. *for a complete copy of the Code of Professional Conduct go to: Preparedness Questionnaire The purpose of the following questionnaire is to help you determine if you are ready for the FRID Quality Assurance Screening. It is important for you to read the RID Code of Ethics and understand their application as well as have basic knowledge of sign language, deaf culture, Florida and federal laws relating to interpreting and the process of interpreting. If you are unable to answer 11 of the following 14 questions affirmatively, the QA Screening Committee encourages you to gain more experience, knowledge and training before applying for the FRID Quality Assurance process. Official QA Study Packet (10/11) jeba Page 14

17 1. Have you read the QA study packet? 2. Have your read So You Want To Be An Interpreter, 3rd Edition, by Janice Humphrey and Bob Alcorn, Interpreting: An Introduction by Nancy Frishberg and Transliterating: Show Me The English by Jean Kelly? 3. Can you demonstrate a knowledge of the RID Code of Ethics and how to apply it? 4. Is your comprehension of a message as signed on a par with your ability to express the message in Spoken English? 5. Can you demonstrate the difference between Interpreting and Transliterating (do you know the difference)? 6. Can you discuss the role of the interpreter as a facilitator of communication? 7. Do you understand the different QA levels and their limitations? 8. Are you familiar with problems that occur in interpreting situations and how to apply the Code of Ethics? 9. Have you associated informally with deaf people? 10. Do you understand a deaf person who signs and fingerspells without speech? 11. Do you have a good command of American Sign Language, its structure, grammar and vocabulary selection? 12. Do you have a good command of the English language, its structure, grammar and vocabulary selection? 13. Do you adapt to various situations and to people with diverse attitudes and personalities? 14. Do you have experience interpreting in one-on-one situations? In small group situations? References The QA Study Packet contains information about the QA system and its process as well as information needed to study for the QA written test. The written test contains questions and situations developed from information found in the resources noted below. A practice written test is attached to this packet. Official QA Study Packet (10/11) jeba Page 15

18 References (cont d) So You Want To Be An Interpreter, 3rd Edition, Jan Humphrey and Bob Alcorn (can be purchased through Harris Communications - www. Harriscomm.com or Amazon.com as well as other vendors) Transliterating: Show Me The English, by Jean Kelly (can be purchased through RID - Interpreting: An Introduction, by Nancy Frishberg, revised edition (1990);( can be purchased through Harris Communications - see above) It is also helpful to practice expressive and receptive skills with a variety of videotapes. Official QA Study Packet (10/11) jeba Page 16

19 FLORIDA REGISTRY OF INTERPRETERS FOR THE DEAF QUALITY ASSURANCE SCREENING SAMPLE WRITTEN TEST The Written Test is 100 questions - all multiple choice. It will test knowledge of Sign Language and Deaf Culture, knowledge of interpreting, knowledge and application of the RID Code of Ethics, as well as Federal and Florida laws relating to deaf persons and interpreters. This test must be passed before going on to the Performance Screening. The passing score is 85%. Below are examples of test questions. MULTIPLE CHOICE: choose the most appropriate answer 1. Abiding by the Code of Professional Conduct requires that the interpreter a. bills promptly for every assignment b. knows his/her level of expertise and accept job assignments based on that knowledge c. accepts the assignments when all other sources have failed to provide another interpreter and do his/her best d. partners with another interpreter when assignments are beyond his/her ability 2. In the communication register, one of the individuals in the interaction has expert status. a. frozen b. formal c. consultative d. intimate 3. During an interpreting assignment, the only deaf person falls asleep. what should you do? a. tap him/her on the shoulder to awaken him/her b. continue signing c. stop signing d. walk out 4. In an interpreting situation, the hearing person says, Please do not sign this.... Which is the most appropriate action? a. continue signing and let the deaf person handle it b. tell the deaf person, they do not want you to hear this and stop signing c. explain that the deaf person has a right to hear and continue signing d. interpret only if you feel the deaf person needs to know what was said

20 5. When a deaf speaker is using ASL, how should the interpreter render the message when interpreting sign-to-voice? a. speak in appropriate English using the same concepts as the speaker b. speak in ASL using the words and concepts of the speaker c. improve the deaf person s language by speaking on a higher level d. add some of your own thoughts if you think it might make the deaf person look better to the hearing audience 6. Which of the following is common to interpreting and transliterating? a. length of processing time b. topic-comment structure c. ASL mouth morphemes d. pronominalization 7. If during an interpreting assignment you are asked a personal question regarding your client, you should a. refuse to interpret the question b. respond to the best of your knowledge c. interpret the question and allow the client to respond d. none of these 8. Which of the following is a sign parameter? a. handshape b. dominance c. prosody d. indexing 9. Deaf people s attitudes toward hearing people a. are shaped by their experiences growing up b. are always positive c. are always negative d. none of the above 10. Deaf culture includes a. amusing anecdotes, stories, and jokes b. history of deaf people and schools for the deaf c. unique history of the struggles for recognition of deaf persons rights d. all of the above 11. When interpreting a table meeting, where is the best place to sit?

21 a. next to the meeting chairperson b. directly across from the deaf person c. next to the deaf person d. wherever the deaf person wants you to sit 12. You are the sole interpreter in a situation. After a long period of time you become extremely fatigued. What should you do? a. stop the proceeding and demand another interpreter b. ask for a glass of water c. ask for a break at an appropriate time d. hope the deaf person(s) will ask for a break 13. If the speaker is particularly boring, the interpreter should a. convey the content and spirit of the speaker b. use good expressions and body language to liven up the lecture c. yawn to let the deaf audience know how boring the speaker is d. sign BORED repeatedly to alert the audience 14. Which of the following are provisions of the ADA? a. employers may not discriminate against a deaf individual in hiring or promotion if this person is qualified b. deaf people cannot be denied the right of participation and of receiving services c. auxiliary aids and services must be provided of deaf individuals unless it causes an undue burden d. all of the above 15. In sign language, facial expressions are a. only important for negative statements b. used to differentiate between a question and a statement c. used to liven up a boring speaker d. the easiest way to show the predicate of the sentence 16. In cultural groups such as the Deaf or Hispanic Community, everyday language serves as a. a means to identify other members and to transmit the culture to new generations b. a means to prevent those outside the group from understanding what is happening c. a means of formal communication d. a means of ensuring universal understanding 17. Which of the following are components of American Sign Language structure? a. use of classifiers to indicate nouns and pronouns

22 b. use of non-manual markers to indicate sentence types c. use of directional movement of signs to indicate action d. all of the above 18. When interpreting sign-to-voice for a deaf presenter who has supplied you with a written copy of the presentation, the interpreter should a. ignore the written copy and focus only on the deaf presenter during the presentation b. read the written copy beforehand and focus on the deaf presenter during the presentation c. read directly from the written copy during the presentation d. read from the written copy and occasionally look up at the deaf presenter 19. During an interpreting assignment when the deaf and/or hearing consumer becomes angry and starts to use foul language, the interpreter must use the appropriate word choices because of a. confidentiality b. not counseling or advising c. rendering the message faithfully d. requesting compensation for services 20.The Rehabilitation Act of 1973 applies: a. only to students who are Vocational Rehabilitation clients. b. to patrons of private businesses c. any entity that receives or benefits from federal funds d. only students in private schools 21. The is a system in which each word is fingerspelled with the exception of the word and which is signed. 1. SEE1 2. Signed English 3. Rochester Method 4. CASE 22. American Sign Language is a non-verbal language that a. does not express abstract thoughts and relies entirely on gestures b. can express the same thoughts and concepts as spoken languages c. has no formal grammar or syntax d. is universal 23. Which of the following ASL features is not used in transliterating. a. space

23 b. ASL mouth morphemes c. listing d. verb directionality 24. The language the interpreter interprets from is called the: a. mother tongue b. target language c. source language d. pragmatic language 25. Florida Quality Assurance Screening levels are a. not recognized nationally by RID b. are equivalent to RID levels c. are the same as certification d. qualify the holder of the any level to interpret in legal settings 26. During an interpreting assignment between a deaf client and a hearing caseworker, the deaf client is providing information the interpreter knows to be false. a. The interpreter should voice the correct information so that no one is penalized for the false information b. Stop the meeting and tell the caseworker the deaf client is lying c. continue interpreting d. wait until after the meeting to tell the caseworker 27. An individual reflects personal responsibility for a message being delivered when using. a. I statements b. you statements c. it statements d. but statements 28. is the deliberate use of words, signs or phrases that can be interpreted in more than one way in order to mislead someone. a. equivocal language b. euphemistic language c. abstract language d. passive voice

24 Answer Key 1. B 2. C 3. B 4. A 5. A 6. D 7. C 8. A 9. A 10. D 11. D 12. C 13. A 14. D 15. B 16. A 17. D 18. B 19. C 20. C 21. C 22. B 23. B 24. C 25. A 26. C 27. A 28. A