2024 Early Hearing Detection & Intervention Conference
March 17-19, 2024 • Denver, CO
| The Role of Early Intervention in Parental Self-Efficacy for Families of Deaf and Hard-of-Hearing Children
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.
Presentation:
23278_13504CarrieDavenport.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Carrie Davenport
(POC,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:
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No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
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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Kristina Bowdrie
(Co-Author), The Ohio State University – Department of Speech and Hearing Science, bowdrie.1@buckeyemail.osu.edu;
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.
ASHA DISCLOSURE:
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Nonfinancial -
AAA DISCLOSURE:
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Rachael Frush Holt
(Author,Co-Author), The Ohio State University – Department of Speech and Hearing Science, holt.339@osu.edu;
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:
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Nonfinancial -
AAA DISCLOSURE:
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Nonfinancial -