EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
The Role of Early Intervention in Parental Self-Efficacy for Families of Deaf and Hard-of-Hearing Children
A central goal of early intervention (EI) is to foster parental self-efficacy (Moeller et al., 2013). Based on social learning theory, parental self-efficacy is the confidence and competence parents have in parenting their child, including setting appropriate goals, the ability to carry out specific tasks, and the belief that they will receive contingent responses from their child (Bandura, 1989). Foundational studies of self-efficacy in parents of deaf/hard-of-hearing (D/HH) children have found that a better sense of self-efficacy is positively related to quantity and quality of maternal linguistic input (DesJardin, 2006; DesJardin & Eisenberg, 2007). We will present findings examining the relation between age at enrollment in early intervention, early intervention dosage (frequency of EI sessions, length of sessions), level of parent involvement in aspects of the IFSP, and parental self-efficacy. Aspects of the IFSP investigated were goals, kinds of services, and amount of services. This multi-site investigation included 65 parent-child dyads from Ohio and Indiana. Of the children included, 29 used hearing aids and 36 used cochlear implants. A significant correlation was not found between age at enrollment and parents’ sense of self-efficacy on any subscales of the Scale of Parental Involvement and Self-Efficacy (SPISE; DesJardin, 2003). Statistically significant differences were not found based on frequency of EI sessions or length of EI sessions. Mixed results were found regarding level of parent involvement in decision-making of IFSP goals, kinds of services, and amount of services. The authors recommend further investigation to validate findings and expand the knowledge related to EI and self-efficacy in parents of D/HH children.
- Participants will be able to define parental self-efficacy and why it is important for deaf/hard-of-hearing children.
- Participants will be able to describe general study outcomes.
- Participants will be able to describe clinical implications.
Poster:
23278_13504CarrieDavenport.pdf
Presenter: Carrie Davenport
Carrie Davenport, Ph.D. recently founded Building Bridges Consulting, LLC, a company focused on creating connections across fields, disciplines, and the people that touch the lives of children who are deaf/hard-of-hearing (D/HH) and their families. Prior, she was a postdoctoral research scholar in the Department of Otolaryngology – Head & Neck Surgery at the Wexner Medical Center. She has a doctorate in Special Education from The Ohio State University and master’s degree in Family-Centered Early Education from Gallaudet University. She completed the Educational Consultant Training Program in cochlear implants at the California Ear Institute. She was a teacher of the deaf in Prince George’s County, Maryland, and the Early Childhood Consultant for the Center for Outreach Services at the Ohio School for the Deaf. She co-founded Ohio Hands & Voices and a statewide community collaborative, Children’s Hearing and Language Development Resource Network [CHLDRN] of Ohio. Her research centers on early parent-child interaction and language development in deaf/hard-of-hearing children and parental self-efficacy. She is particularly interested in using a community-based participatory research approach to addressing the needs of D/HH children and their families.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
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.
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Kristina Bowdrie is a fourth-year Au.D./Ph.D. student at The Ohio State University in the Department of Speech and Hearing Science. Her research interests include speech perception and underlying factors influencing the developmental outcomes of children with hearing loss. She received the University Fellowship from The Ohio State University Graduate School for the 2017-18 academic year. Kristina was also a recipient of an NIH Diversity Supplement Grant as an undergraduate at Case Western Reserve University and is currently a co-author on three publications.
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Rachael Frush Holt, Ph.D. is Professor of Speech and Hearing Science at the Ohio State University. Her research focuses on the development of spoken language in children, including those who are deaf and hard-of-hearing. Her primary focus is on the role that environmental factors, such as the child’s family, play in spoken language and executive function outcomes in deaf and hard-of-hearing children with sensory aids.
ASHA DISCLOSURE:
Financial -
Nonfinancial -