INTRODUCTION:
The Rorschach Inkblot Test is a projective psychological measure assessing personality, cognitive and emotional functioning. Administering and interpreting the Rorschach is challenging in cross-cultural contexts, as responses rely on verbal production. Deaf individuals are particularly affected, as their cognitive and emotional development is linked to early language acquisition. Language-related factors, such as prelingual (before language exposure) and postlingual deafness (after language acquisition) are relevant, as prelingual onset disrupts language acquisition and can impact functioning and psychological test results. Therefore, it is essential to examine the interaction among language-related factors (i.e., primary language acquired, timing of language acquisition, and test administration modality) in Rorschach responses among Deaf adults.


PURPOSE:
This qualitative case study explores language-related factors, such as primary language acquired (Puerto Rican Sign Language or Spanish), timing of language acquisition (prelingual or postlingual deafness), and test administration modality (Puerto Rican Sign Language or Written Spanish) in Rorschach responses of Deaf adults. By highlighting the interaction between language-related factors, this study contributes to cross-cultural adaptation of assessment practices.


METHODS:
Six Deaf Puerto Rican adults (prelingual and postlingual with Spanish or Puerto Rican Sign Language exposure) will complete the Rorschach in Puerto Rican Sign Language (LSPR) or written Spanish. Responses will be transcribed and coded using Exner's Comprehensive System, with Puerto Rican norms established by Díaz (2003). A content analysis with MAXQDA will identify patterns related to primary language acquired, timing of language acquisition, and modality.


RESULTS:
Findings are expected to highlight how primary language acquired, timing of language acquisition and modality shape Rorschach codifications. We expect differences in special scores and organizational activity between administration groups.


CONCLUSION:
Equal access to psychological assessment for Deaf adults is urgently needed. Findings will underscore the importance of language-related factors in psychological testing and the need to develop standardized and culturally responsive practices for assessing Deaf adults.