Lam-Cassettari Christa, Wadnerkar-Kamble Meghana B, James Deborah M
University of Nottingham, University of Western Sydney,
University of Nottingham, University of East Anglia, and.
J Deaf Stud Deaf Educ. 2015 Jul;20(3):266-74. doi: 10.1093/deafed/env008. Epub 2015 Mar 28.
Evidence on best practice for optimizing communication with prelingual deaf and hard-of-hearing (DHH) children is lacking. This study examined the effect of a family-focused psychosocial video intervention program on parent-child communication in the context of childhood hearing loss. Fourteen hearing parents with a prelingual DHH child (Mage = 2 years 8 months) completed three sessions of video interaction guidance intervention. Families were assessed in spontaneous free play interactions at pre and postintervention using the Emotional Availability (EA) Scales. The Rosenberg Self-esteem Scale was also used to assess parental report of self-esteem. Compared with nontreatment baselines, increases were shown in the EA subscales: parental sensitivity, parental structuring, parental nonhostility, child responsiveness, and child involvement, and in reported self-esteem at postintervention. Video-feedback enhances communication in families with prelingual DHH children and encourages more connected parent-child interaction. The results raise implications regarding the focus of early intervention strategies for prelingual DHH children.
缺乏关于优化与语前聋和重听（DHH）儿童沟通的最佳实践的证据。本研究考察了一项以家庭为重点的心理社会视频干预项目在儿童听力损失背景下对亲子沟通的影响。14名有语前DHH儿童（平均年龄 = 2岁8个月）的听力正常的父母完成了三节视频互动指导干预课程。使用情感可及性（EA）量表在干预前和干预后对家庭在自发自由玩耍互动中的情况进行评估。还使用罗森伯格自尊量表来评估父母报告的自尊情况。与未治疗基线相比，干预后EA分量表（父母敏感性、父母结构化、父母非敌意、儿童反应性和儿童参与度）以及报告的自尊均有所提高。视频反馈增强了有语前DHH儿童家庭的沟通，并鼓励更亲密的亲子互动。研究结果对语前DHH儿童早期干预策略的重点具有启示意义。
