2023 Early Hearing Detection & Intervention Conference
March 5-7, 2023 • Cincinnati, OH
3/14/2022 | 12:35 PM - 1:00 PM | Measuring parental self-efficacy development during early intervention | Room 5
Measuring parental self-efficacy development during early intervention
Providers in early intervention (EI) programs for children who are deaf or hard of hearing (d/hh) often use a coaching model with families. One of the goals of the coaching model is for caregivers to achieve high levels of self-efficacy about engaging in their child’s development, which in turn should lead to improved child outcomes. However, it is challenging to determine the degree to which caregivers are learning the information and implementing the strategies discussed during coaching sessions. The Scale of Parental Involvement and Self-Efficacy – Revised (SPISE-R, Ambrose et al., 2019) is a tool designed to assess how parents perceive their ability to support their child’s auditory and language development. In 2020, EI providers at CID—Central Institute for the Deaf began using the SPISE-R with caregivers of infants and toddlers in their Family Center program. Caregivers complete the SPISE-R every 6 months as a part of the program, which includes a combination of home visits, teletherapy sessions, and/or attendance in a toddler class program. To date, only one study has described parental self-efficacy on the SPISE-R and possible influencing factors (Ambrose et al., 2020). No studies to our knowledge have investigated change in self-efficacy scores over time while families are enrolled in an EI program. Thus, a pilot study was begun in the Family Center at CID to answer the following research questions:
1) What is the average, initial profile of knowledge, confidence, and beliefs about hearing loss as reported by caregivers on the SPISE-R?
2) Does caregiver self-efficacy improve after 6 months in an EI program using a coaching model?
3) If so, does number of hours of EI affect caregivers’ perceptions of self-efficacy?
Preliminary results will be presented along with a discussion of how the program uses SPISE-R as both an evaluation and coaching tool.
- The learner will be able to define and describe characteristics of self-efficacy as related to parents of children who are d/hh.
- The learner will be able to identify at least two areas in which the SPISE-R measures parental self-efficacy.
- The learner will be able to describe two possible uses of the SPISE-R within a coaching model of early intervention.
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Presenters/Authors
Amy Knackstedt
(), Central Institute for the Deaf, aknackstedt@cid.edu;
Amy Knackstedt, MA, CED is the Coordinator of the Joanne Parrish Knight Family Center at CID—Central Institute for the Deaf. She has 15 years of experience in deaf education and 8 years in early intervention.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Andrea Osman
(), CID-Central Institute for the Deaf, aosman@cid.edu;
Andrea Osman, MSDE, MPPA is the Director of Admissions and Program Evaluation at CID—Central Institute for the Deaf. She has undergraduate and graduate degrees in deaf education as well as over 20 years of experience in the field. Andrea also has a master’s degree in Public Policy Administration with a certification in Nonprofit Management and Leadership.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Heather Grantham
(), CID-Central Institute for the Deaf, hgrantham@cid.edu;
Heather Grantham, Ph.D. is the Executive Director of CID-Central Institute for the Deaf and Associate Professor in the Program in Audiology and Communication Sciences at Washington University School of Medicine in St. Louis.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Central Institute for the Deaf.
Nonfinancial -
No relevant nonfinancial relationship exist.