Parental self-efficacy and early language development in deaf and hard-of-hearing children.
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| Title: | Parental self-efficacy and early language development in deaf and hard-of-hearing children. |
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| Authors: | Davenport, Carrie A1, Smolen, Elaine2, Castellanos, Irina3, Dirks, Evelien4,5, Houston, Derek M6 |
| Source: | Journal of Deaf Studies & Deaf Education. Jan2025, Vol. 30 Issue 1, p31-40. 10p. |
| Subject Terms: | *Children with disabilities, *Mothers, *Parent attitudes, *Retrospective studies, *Communication, *Hearing disorders, *Language acquisition, *Children, Cochlear implants, Self-efficacy, Research funding, Questionnaires, Hearing aids, Descriptive statistics, Deafness, Parents of children with disabilities, Psychosocial factors |
| Geographic Terms: | Midwest (U.S.) |
| Abstract: | This study examined the relationship between parental self-efficacy in parents of young deaf and hard-of-hearing (DHH) children and children's spoken language skills. A retrospective within-subjects study design was used that included 24 mother–child dyads with DHH children. Parental self-efficacy was assessed using the Scale of Parental Involvement and Self-Efficacy–Revised. Children's language abilities were assessed using the Preschool Language Scale–5th edition. Our data revealed no significant associations between global measures of parental self-efficacy and children's auditory comprehension, expressive communication, and total language scores. However, positive correlations were found between child language skills and specific parents' beliefs about their ability to support their child's spoken language development, their ability to use strategies to help their child communicate, and their active involvement in intervention. Findings highlight the importance of examining discrete aspects of parental self-efficacy as it specifically relates to parents supporting their DHH child's spoken language development. Future directions and implications are provided. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Deaf Studies & Deaf Education is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This study examined the relationship between parental self-efficacy in parents of young deaf and hard-of-hearing (DHH) children and children's spoken language skills. A retrospective within-subjects study design was used that included 24 mother–child dyads with DHH children. Parental self-efficacy was assessed using the Scale of Parental Involvement and Self-Efficacy–Revised. Children's language abilities were assessed using the Preschool Language Scale–5th edition. Our data revealed no significant associations between global measures of parental self-efficacy and children's auditory comprehension, expressive communication, and total language scores. However, positive correlations were found between child language skills and specific parents' beliefs about their ability to support their child's spoken language development, their ability to use strategies to help their child communicate, and their active involvement in intervention. Findings highlight the importance of examining discrete aspects of parental self-efficacy as it specifically relates to parents supporting their DHH child's spoken language development. Future directions and implications are provided. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10814159 |
| DOI: | 10.1093/jdsade/enae036 |
