Communication Skills and Communicative Autonomy of Prelinguistic Deaf and Hard-of-Hearing Children: Application of a Video Feedback Intervention

Evidence on the efficacy of parenting interventions to support communication development in deaf and hard-of-hearing children is emerging. In previous research, we showed that parental participation in a video feedback-based intervention enhanced parental self-esteem and emotional availability to th...

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Bibliographic Details
Published in:Frontiers in psychology 2020-08, Vol.11, p.1983-1983
Main Authors: Wadnerkar Kamble, Meghana, Lam-Cassettari, Christa, James, Deborah M
Format: Article
Language:English
Subjects:
autonomy
communication
deaf
prelinguistic
Psychology
video feedback
video interaction guidance
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Summary:Evidence on the efficacy of parenting interventions to support communication development in deaf and hard-of-hearing children is emerging. In previous research, we showed that parental participation in a video feedback-based intervention enhanced parental self-esteem and emotional availability to their deaf and hard-of-hearing children. This paper investigates the impact of the intervention on the development of the children's prelingual communication skills and autonomy. Evidence on the efficacy of parenting interventions to support communication development is warranted. Sixteen hearing parents with a prelingual deaf and hard-of-hearing child ( age = 2.05 years, SD = 1.77) were recruited by self-selection from pediatric audiological services and randomly stratified into intervention-first and waiting-list groups. Families completed three sessions of Video Interaction Guidance in their homes. Designed for maximal inclusion, the sample comprised children with complex developmental and social needs. The primary inclusion criterion was the child's prelingual status (
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2020.01983