2024 Early Hearing Detection & Intervention Conference
March 17-19, 2024 • Denver, CO
| Parental self-efficacy and early language development in deaf and hard-of-hearing children
Parental self-efficacy and early language development in deaf and hard-of-hearing children
This study examined the relationship between parental self-efficacy and language outcomes in 24 hearing mothers and their deaf/hard-of-hearing children. Correlations were found between some aspects of parental self-efficacy and better language outcomes. Results, limitations, future directions, and implications for practice will be discussed.
- Describe the concept of parental self-efficacy.
- Describe the role of parental self-efficacy in language development in DHH children.
- Discuss implications of the study’s findings for early intervention professionals who work with DHH children and their families.
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Presenters/Authors
Carrie Davenport
(Primary Presenter), The Ohio State University College of Medicine, carrietdavenport@gmail.com;
Carrie Davenport, Ph.D., is a Postdoctoral Researcher in the Department of Otolaryngology at The Ohio State University Wexner Medical Center. Carrie is a teacher of the deaf by training with a Master's degree in Family-Centered Early Education from Gallaudet University. She earned her doctorate in special education at OSU in 2017. Prior to entering the PhD program at OSU, she was the Early Childhood Consultant for the Center for Outreach Services at the Ohio School for the Deaf. Carrie is a founding Board member of Ohio Hands & Voices. Her research interests include parental self-efficacy, parent-to-parent support, and parent-infant interaction. She is especially interested in building academic-community partnerships with families with deaf/hard-of-hearing children and other stakeholders.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
Elaine Smolen
(Co-Presenter), Teachers College, Columbia University, elaine.smolen@gmail.com;
Elaine Smolen, PhD, CED, LSLS Cert. AVEd, is a Visiting Assistant Professor in the Special Education: Deaf and Hard of Hearing program at Teachers College, Columbia University. Her research work centers around language and literacy development for young deaf and hard of hearing children who use listening and spoken language. Smolen received her PhD in deaf and hard of hearing education from Columbia as a National Leadership Consortium in Sensory Disabilities scholar. An experienced teacher of the deaf and certified Listening and Spoken Language Specialist, Smolen has served young children with hearing loss and their families as a head classroom teacher and in an itinerant role. She holds teaching certification in the areas of deaf education, elementary education, and English.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Teachers College, Columbia University.
• Receives Salary for Employment from University of Connecticut.
Nonfinancial -
• Has a Personal (hard of hearing, wears hearing aids)
relationship for Other volunteer activities.
AAA DISCLOSURE:
Financial -
Financial relationship with Teachers College, Columbia University
University of Connecticut.
Nature: hard of hearing, wears hearing aids.
Nonfinancial -
No relevant nonfinancial relationship exists.
Irina Castellanos
(Author,Co-Author), Indiana University School of Medicine, icastell@iu.edu;
Irina Castellanos, PhD is an Assistant Professor and Philip Holton Scholar in the Department of Otolaryngology - Head and Neck Surgery at Indiana University School of Medicine. Dr. Castellanos received her Ph.D. in Developmental Science from Florida International University, where she was trained in multisensory perception. She then completed a postdoctoral fellowship at Indiana University School of Medicine, where she focused on how neurocognitive systems are impacted by a period of early auditory deprivation in children who use cochlear implants. Dr. Castellanos’ research seeks to understand the dynamic interplay between the brain, body, and environment, and focuses on three areas of research involving the development of: (1) emotional and behavioral regulation, (2) conceptual thinking and reasoning, and (3) embodied visual attention during early language learning.
ASHA DISCLOSURE:
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Nonfinancial -
AAA DISCLOSURE:
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Nonfinancial -
Evelien Dirks
(Co-Author), Dutch Foundation of the Deaf and Hard of Hearing Child, Developmental Psychology University Leiden, edirks@nsdsk.nl;
Evelien Dirks is a senior researcher at the NSDSK, specialist in Language and Hearing. Her research focuses on parent-child interaction, language, social-emotional and cognitive development in young deaf and hard of hearing children. She is also involved in projects focusing on interactive book reading and early numeracy.
ASHA DISCLOSURE:
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Nonfinancial -
AAA DISCLOSURE:
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Nonfinancial -
Derek Houston
(Co-Author), University of Connecticut, derek.houston@uconn.edu;
Derek M. Houston, PhD, received his doctorate in cognitive psychology from Johns Hopkins University in 2000, focusing on how typically developing infants segment words from fluent speech and recognize words across different talkers. After graduating, he constructed the world's first laboratory to investigate the speech perception and language skills of deaf infants who receive cochlear implants at Indiana University. Since then, his work (supported by NIDCD) has investigated the role of early auditory experience and parent-child interactions on cognitive, linguistic, and social building blocks of language development. He also engages in community-based participatory research aimed at addressing barriers families face in obtaining high-quality early intervention services for their children.
ASHA DISCLOSURE:
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Nonfinancial -
AAA DISCLOSURE:
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Nonfinancial -