How might self-efficacy and self-regulation contribute to the intervention plans you use in your case study?
I think as an interpreter, I want to make sure the student has good self regulation habits. The age of the child will determine the amount of input the interpreter gives. If the child is in early elementary school, the interpreter will probably need to remind the child how to self regulate and ask if they need to take any books, papers, or assignments home each day. As the child grows older, we hope that those habits become ingrained in that student. By practicing social cognitive theory in the classroom, the teacher will hopefully teach these habits as well. By the end of the year, the student will hopefully know intrinsically to regulate themselves. This also works with self efficacy. Deaf students usually do not have a good sense self efficacy when they start into a public school. Because the student may only have one person to communicate with, they will more than likely need encouragement to interact with peers and teachers. As an interpreter, I want to encourage the student to be more independent. If the interpreter can push the child to be more independent in the younger years, I believe the student will have better self efficacy as he/she gets older.
In some of our interpreting/ deaf ed classes, we have seen the inverted triangles of interpreter responsibility. I think this describes what I have just said, in a more visual way.
http://theinterpretersfriend.org/pd/ws/ethics/text.html
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