Muñoz Karen, Nelson Lauri, Blaiser Kristina, Price Tanner, Twohig Michael
Department of Communicative Disorders and Deaf Education, Utah State University, Logan, UT; National Center for Hearing Assessment and Management, Utah State University, Logan, UT.
Department of Communicative Disorders and Deaf Education, Utah State University, Logan, UT.
J Am Acad Audiol. 2015 Feb;26(2):116-27. doi: 10.3766/jaaa.26.2.2.
When proper protocols are followed, children who are identified with a permanent hearing loss early in life have opportunities to develop language on par with their typical hearing peers. Young children with hearing loss are dependent on their parents to manage intervention during early years critical to their development, and parents' ability to effectively integrate recommendations in daily life is foundational for intervention success. Audiologists and early intervention professionals not only need to provide current evidence-based services, but also must address parents' emotional and learning needs related to their child's hearing loss.
This study explored practice patterns related to education and support provided to parents of children with hearing loss and the influence of an in-service training on provider attitudes.
This study used a prepost design with a self-report questionnaire to identify practice patterns related to communication skills and support used by providers when working with parents of children with hearing loss.
A total of 45 participants (21 professionals and 24 graduate students) currently working with children completed the pretraining questionnaire, and 29 participants (13 professionals and 16 graduate students) completed the postquestionnaire.
Data were collected using an online questionnaire before the training and 1 mo after training. Descriptive analyses were done to identify trends, and paired-samples t-tests were used to determine changes pretraining to posttraining.
Findings revealed that professionals most frequently teach skills to mothers (91%) and infrequently teach skills to fathers (19%) and other caregivers (10%). Professionals reported frequently collaborating with other intervention providers (76%) and infrequently collaborating with primary care physicians (19%). One-third of the professionals reported addressing symptoms of depression and anxiety as an interfering factor with the ability to implement management recommendations. For providers who completed both the prequestionnaires and postquestionnaires, an increase in confidence was reported for several areas of communication; however, as expected, practices remained similar, and all of the practicing professionals and 94% of the graduate students indicated a desire for more training on how to be effective in supporting parents with implementing intervention recommendations.
Providers do not necessarily use effective methods of communication, needed to adequately help parents, requiring additional focused training to change how providers interact with parents and how support is provided.
如果遵循适当的方案，在生命早期被确诊为永久性听力损失的儿童有机会发展与听力正常的同龄人相当的语言能力。有听力损失的幼儿在对其发育至关重要的早年时期依赖父母来管理干预措施，而父母在日常生活中有效整合建议的能力是干预成功的基础。听力学家和早期干预专业人员不仅需要提供当前基于证据的服务，还必须满足父母与孩子听力损失相关的情感和学习需求。
本研究探讨了与为听力损失儿童的父母提供教育和支持相关的实践模式，以及在职培训对提供者态度的影响。
本研究采用前后测设计，通过自我报告问卷来确定提供者在与听力损失儿童的父母合作时所使用的沟通技巧和支持方面的实践模式。
共有45名目前从事儿童工作的参与者（21名专业人员和24名研究生）完成了培训前问卷，29名参与者（13名专业人员和16名研究生）完成）完成了培训后问卷。
在培训前和培训后1个月使用在线问卷收集数据。进行描述性分析以确定趋势，并使用配对样本t检验来确定培训前到培训后的变化。
研究结果显示，专业人员最常向母亲传授技能（91%），很少向父亲（19%）和其他照顾者（10%）传授技能。专业人员报告经常与其他干预提供者合作（76%），很少与初级保健医生合作（19%）。三分之一的专业人员报告称，将抑郁和焦虑症状作为影响实施管理建议能力的干扰因素加以应对。对于同时完成了培训前问卷和培训后问卷的提供者，报告称在几个沟通领域的信心有所增强；然而，正如预期的那样，实践仍保持相似，所有在职专业人员和94%的研究生表示希望获得更多关于如何有效地支持父母实施干预建议的培训。
提供者不一定使用有效沟通方法来充分帮助父母，这需要额外的针对性培训，以改变提供者与父母互动的方式以及提供支持的方式。
