Classroom Interpreting

Educational Interpreter Performance Assessment®

About the Authors

Brenda Schick, Ph.D.

Brenda Schick has a Ph.D. in Linguistics and Child Language Development from Purdue University. She has a Master's degree in Deaf Education from Washington University. She currently is a professor at the University of Colorado, Boulder in the Department of Speech, Language, and Hearing Sciences. A native user of ASL, Dr. Schick also has served as an interpreter and a rater for the Registry of Interpreters for the Deaf (RID), Inc. She is the former director of Deaf Education at the University of Nebraska - Lincoln.

Dr. Schick's research focuses on the development of sign language skills in children, particularly those using ASL. She has conducted research on the relationship of language skills to cognitive skills, (specifically Theory of Mind) in deaf children who have deaf or hearing families as well as those in bilingual versus oral educational settings. She also has conducted and mentored research on educational interpreting, in terms of whether children learn best using direct communication or an interpretation (with Kim Brown Kurz) and in terms of what interpreters include and omit in their interpretations of classrooms (with Elizabeth Caldwell Langer). With Kevin Williams, she has published data on skill levels of working interpreters.

Dr. Schick is the co-editor of an edited volume, published by Oxford University Press, that provides an overview of sign language development across various signed languages (with Marc Marschark and Pat Spencer). She is currently an Associate Editor for the Journal of Deaf Studies and Deaf Education. She has served as a school board president and board member for the Rocky Mountain Deaf School, a bilingual school for deaf children. She co-authored, with Mary Pat Moeller, Ph.D., a series of children's stories translated into ASL, titled the Read With Me series as well as a videotaped curriculum for hearing parents wanting to learn how to sign so they may communicate with their child, titled the Sign With Me series (with Mary Pat Moeller, Ph.D.).
Sample publications:

Sample publications:

Schick, B. (in press). A model of learning in an interpreted education. In M. Marschark & P. Hauser (eds.), Deaf cognition: Foundations and outcomes. Oxford University Press.

Schick, B., de Villiers, P., de Villiers, J., & Hoffmeister, R. (2007). Language and theory of mind: A study of deal children. Child Development, 78, 376-396.

Moeller, M.P. & Schick. B. (2006). Relations between maternal input and theory of mind understanding In deaf children. Child Development, 77, 751-766.

Schick, B., Williams, K., & Kupermintz, H. (2006). Look who’s being left behind: Educational Interpreters and access to education for deaf and hard of hearing students. Journal of Deaf Studies and Deaf Education, 11, 3-20.

Kevin Williams, M.S., CI/CT

Kevin T. Williams holds his M.S. in Teaching Interpreting from Western Maryland College, Westminster, Maryland. He managed the EIPA for Boys Town National Research Hospital, Omaha, Nebraska in the Director of the EIPA Diagnostic Center.

He currently is an independent consultant.

Other past projects for Williams include serving as the producer for the Sign With Me parent sign language videotape curriculum and the Read With Me ASL storytelling series.

Williams holds dual certification (C.I./C.T.) from the National Registry of Interpreters for the Deaf (RID) and is the past-president of the Nebraska Registry of Interpreters for the Deaf. He has served as a board member for the Nebraska Commission for the Deaf and Hard of Hearing. He has been a consultant to the Nebraska Department of Education. Williams is a member of the Conference of Interpreter Trainers as well as the Council of Exceptional Students, the Conference of American Instructors of the Deaf and the National Association of the Deaf. Williams has worked as a content expert for the new RID/NAD joint certification test, the National Interpreting Certificate (NIC).

About the EIPA-CS Authors

Jean C. Krause, Ph.D.

Jean Krause holds a Ph.D. degree in Electrical Engineering from Massachusetts Institute of Technology, where she was co-inventor of an "Automatic cueing of speech" system (US Patent # 6,317,716). Currently an associate professor at the University of South Florida (USF) in the Department of Communication Sciences and Disorders, her research is concerned with the perception of languages and visual communication systems used in the education of deaf children (i.e., American Sign Language, sign systems, and Cued Speech), as well as the perception of speech by normal hearing listeners and listeners with hearing loss.

Dr. Krause has worked as a Cued Speech transliterator at the high-school level and has extensive expertise in Cued Speech transliteration and the evaluation of Cued Speech transliterators. She is certified (OTC) in oral transliteration by the Registry of Interpreters for the Deaf and as an Instructor of Cued Speech by the National Cued Speech Association (NCSA). She has also served as chair of the NCSA's Instructor Certification Committee (1999-2011) and Testing Committee (2003-2011). These committees' responsibilities included quantifying and evaluating the national standards for Cued Speech.

In addition to adapting the EIPA to Cued Speech, she has developed a number of evaluation instruments for Cued Speech in her work at USF, including three expressive Cued Speech skill assessments (word-level, sentence-level, and conversational-level) that are now administered by the National Cued Speech Association.

Sample publications:

Jean C. Krause, Katherine A. Pelley-Lopez, Morgan P. Tessler (2011). "A method for transcribing the manual components of Cued Speech," Speech Comm., Vol. 53, No. 3, pp. 379389.

Jean C. Krause, Paul Duchnowski, and Louis D. Braida (2010). "Automatic Cued Speech." In C.J. LaSasso, K.L. Crain, J. Leybaert (Eds.), Cued Speech and Cued Language Development of Deaf Students, (pp. 487-502). San Diego, CA: Plural Publishing, Inc.

Jean C. Krause, Judy A. Kegl, and Brenda Schick (2008). "Toward Extending the Educational Interpreter Performance Assessment to Cued Speech," J. Deaf Stud. Deaf Educ., Vol. 13, No. 3, pp. 432-450.

Paul Duchnowski, David S. Lum, Jean C. Krause, Matthew G. Sexton, Maroula S. Bratakos, and Louis D. Braida (2000). "Development of Speechreading Supplements Based on Automatic Speech Recognition," IEEE Transactions on Biomedical Engineering, Vol. 47, No. 4, pp. 487-496.

Judy Shepard-Kegl, Ph.D.

Judy Shepard-Kegl received her Ph.D. in linguistics from the Massachusetts Institute of Technology in 1985 and completed extensive postdoctoral studies in neuroscience at Rutgers, The State University of New Jersey. She is currently a tenured professor of Linguistics and coordinator of the ASL/English Interpreting Program at the University of Southern Maine.

Dr. Shepard-Kegl oversees several research projects on the cross-linguistic comparison of signed languages and the emergence of a new signed language in Nicaragua. She coordinates the training of ASL/English interpreters under a grant to the University from the Maine Department of Education. She has published extensively on the linguistics of signed languages as well as spoken and signed language aphasia. Her research addresses a unique blend of theoretical and applied dimensions that both contribute to theoretical debates and are sensitive to humanitarian concerns.

Brenda Schick, Ph.D.

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