Tradução e adaptação transcultural do instrumento Educational Technology Predisposition Assessment -ET PA
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Data
2017-12-01
Autores
Braccialli, Ana Carla [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O uso de tecnologia assistiva proporciona às pessoas com deficiência um maior grau de independência e autonomia, o que irá trazer benefícios, à medida que possibilita ao usuário fazer escolhas sobre como e quando ele quer participar de atividades, em sua vida. Apesar da importância da tecnologia assistiva, estudos têm apontado uma taxa de abandono de 30% dos dispositivos prescritos e adquiridos, no primeiro ano de uso. A partir dessas constatações, é importante disponibilizar instrumentos padronizados para indicação de tecnologia assistiva para os diferentes ambientes. O objetivo do estudo foi traduzir e adaptar culturalmente a versão para o português do Brasil do instrumento Educational Technology Device Predisposition Assessment - ET PA. Trata-se de estudo de natureza metodológica, com foco nas etapas previstas para a elaboração de versão adaptada de instrumentos de avaliação. Adotou-se a seguinte sistemática operacional: 1) tradução inicial e conciliada para o português do Brasil; 2) retrotradução e adequação do instrumento; 3) análise de equivalência dos itens do instrumento; 4) pré-teste e adequação cultural. Cada etapa tinha um objetivo, participantes, procedimentos e resultados específicos. Participaram do estudo dois professores de inglês, os quais tinham como língua nativa o português do Brasil; um tradutor nativo da língua inglesa e fluente em português do Brasil; dois pesquisadores com experiência em tradução e adaptação de instrumento, cinco juízes com doutorado em Educação ou Educação Física; cinco professores que atuavam no Atendimento Educacional Especializado e cinco alunos com deficiência. Na primeira etapa, foi realizada a tradução inicial e a conciliada. A análise efetuada pelos pesquisadores indicou frequência de 30% de concordância entre os tradutores e pesquisadores; 41% de concordância com o tradutor 1; 7% de concordância com o tradutor 2 e 22% recomendaram ser necessária a realização de uma nova tradução para a versão do aluno. Em relação à versão do professor, houve uma frequência de 26% de concordância entre os tradutores e pesquisadores; 31,5% de concordância com o tradutor 1; 31,5% de concordância com o tradutor 2 e 11% consideraram necessária a realização de uma nova tradução. No final dessa etapa, foi elaborada a versão 1 do instrumento, que foi retrotraduzida e encaminhada para a apreciação da autora. A análise da autora indicou a necessidade de modificação de quatro itens, sendo três itens do instrumento do aluno e um item da versão do professor. Foram feitas as modificações sugeridas pela autora, obtendo-se a versão 2 dos instrumentos. Na etapa 3, foi promovida a análise de equivalência de itens dos instrumentos por cinco juízes. Após a análise pelos juízes, apenas a equivalência semântica teve itens com indice de concordância inferior a 66%, os quais necessitaram de ajustes. Ao final dessa etapa, foi elaborada a versão 3 dos instrumentos. Na última etapa, foi realizado um pré-teste com cinco professores e cinco alunos com deficiência. Os resultados dessa etapa revelaram a necessidade de revisão e modificação de sete itens do instrumento do aluno e nenhum item do instrumento do professor. Após as adequações, obteve-se a versão final do instrumento ET PA - Br.
The use of assistive technology gives people with disabilities a greater degree of independence and autonomy, which will bring benefits, as it enables the user to make choices about how and when they want to participate in activities in their life. Despite the importance of assistive technology, studies have indicated a dropout rate of 30% of devices prescribed and purchased in the first year of use. From these findings it is important to provide standardized instruments to indicate assistive technology for the different environments. The purpose of the study was to elaborate the culturally adapted version for the Brazilian Portuguese of the instrument Educational Technology Device Predisposition Assessment - ET PA. Methodological study, focusing on the steps planned for the elaboration of an adapted version of evaluation instruments. The following operational system was adopted: 1) initial and reconciled translation into Brazilian Portuguese; 2) back-translation and adequacy of the instrument; 3); Analysis of equivalence of the items of the instrument; 4) Pre-test and cultural adequacy. Each step had a specific goal, participants, procedures and results. Two English teachers who had native Portuguese as the Brazilian language participated in the study; a translator native of the English language and fluent in Brazilian Portuguese; two researchers with experience in translation and adaptation of instrument; five judges with doctorate in Education or Physical Education; five teachers who worked in the Specialized Educational Service and five students with disabilities. In the stage the initial and reconciled translation was performed. The analysis performed by the researchers indicated frequency: 30% agreement between translators and researchers; 41% agreement with translator 1; 7% according to translator 2 and 22% it was necessary to carry out a new translation for the student version. In relation to the version of the teacher there was a frequency of 26% of agreement between the translators and researchers; 31.5% agreement with translator 1; 31.5% according to translator 2 and 11%, a new translation was required. At the end of this stage, version 1 of the instrument was elaborated, which was back-translated and sent to the author's appreciation. The analysis of the author indicated the need to modify four items, three items of the student's instrument and one item of the teacher's version. The modifications suggested by the author were made obtaining version two of the instruments. In step 3, the analysis of equivalence of items of the instruments by five judges was carried out. After the analysis by the judges only the semantic equivalence had items with agreement index less than 66% that needed adjustment. At the end of this stage, version 3 of the instruments was prepared. In the last stage a pre-test was carried out with five teachers and five students with disabilities. The results of this stage indicated the need for revision and modification of seven items of the student instrument and no item of the teacher's instrument. After adjustments, the final version of the instrument was obtained ET PA - Br.
The use of assistive technology gives people with disabilities a greater degree of independence and autonomy, which will bring benefits, as it enables the user to make choices about how and when they want to participate in activities in their life. Despite the importance of assistive technology, studies have indicated a dropout rate of 30% of devices prescribed and purchased in the first year of use. From these findings it is important to provide standardized instruments to indicate assistive technology for the different environments. The purpose of the study was to elaborate the culturally adapted version for the Brazilian Portuguese of the instrument Educational Technology Device Predisposition Assessment - ET PA. Methodological study, focusing on the steps planned for the elaboration of an adapted version of evaluation instruments. The following operational system was adopted: 1) initial and reconciled translation into Brazilian Portuguese; 2) back-translation and adequacy of the instrument; 3); Analysis of equivalence of the items of the instrument; 4) Pre-test and cultural adequacy. Each step had a specific goal, participants, procedures and results. Two English teachers who had native Portuguese as the Brazilian language participated in the study; a translator native of the English language and fluent in Brazilian Portuguese; two researchers with experience in translation and adaptation of instrument; five judges with doctorate in Education or Physical Education; five teachers who worked in the Specialized Educational Service and five students with disabilities. In the stage the initial and reconciled translation was performed. The analysis performed by the researchers indicated frequency: 30% agreement between translators and researchers; 41% agreement with translator 1; 7% according to translator 2 and 22% it was necessary to carry out a new translation for the student version. In relation to the version of the teacher there was a frequency of 26% of agreement between the translators and researchers; 31.5% agreement with translator 1; 31.5% according to translator 2 and 11%, a new translation was required. At the end of this stage, version 1 of the instrument was elaborated, which was back-translated and sent to the author's appreciation. The analysis of the author indicated the need to modify four items, three items of the student's instrument and one item of the teacher's version. The modifications suggested by the author were made obtaining version two of the instruments. In step 3, the analysis of equivalence of items of the instruments by five judges was carried out. After the analysis by the judges only the semantic equivalence had items with agreement index less than 66% that needed adjustment. At the end of this stage, version 3 of the instruments was prepared. In the last stage a pre-test was carried out with five teachers and five students with disabilities. The results of this stage indicated the need for revision and modification of seven items of the student instrument and no item of the teacher's instrument. After adjustments, the final version of the instrument was obtained ET PA - Br.
Descrição
Palavras-chave
Educação especial, Tecnologia assistiva, Instrumento de avaliação, Adaptação transcultural, Special education, Assistive technology, Evaluation tool, Cross-cultural adaptation