2023 Early Hearing Detection & Intervention Conference
March 5-7, 2023 • Cincinnati, OH
4/15/2014 | 1:45 PM - 2:15 PM | Watering the Roots of Self-Driven Motivation, a Positive Self-Theory and Life-Long Resiliency in Deaf and Hard of Hearing Children | City Terrace 9 | 7
Watering the Roots of Self-Driven Motivation, a Positive Self-Theory and Life-Long Resiliency in Deaf and Hard of Hearing Children
Abstract: A Deaf and Hard-of-Hearing (DHH) student often faces unique academic challenges. For example, there are fewer resources, unequal assessment measures, and unequal academic and linguistic access for DHH students, especially in mainstream environments (Karchmer & Mitchell, 2003; Marschark & Knoors, 2012;Schick, Williams & Kupermintz, 2006). Furthermore, the academic settings for DHH students vary in degrees of quality. Due to challenges, it is no wonder DHH students demonstrate lower academic achievement, especially in English reading/literacy knowledge (Easterbrooks & Beal-AIvarez, 2012; Qi & Mitchell, 2012; Swanwick, Oddy & Roper, 2005). While there may not be a quick solution to the academic challenges faced, how DHH students perceive themselves (their self-theory) is critical for developing self-driven motivation, life-long resiliency, skills, and mindsets that can be imperative for DHH children throughout their lives. Self-theory refers to how individuals implicitly perceive themselves, especially when confronted with a challenging situation (Dweck, 1999). Individuals tend to have one of two self-theories: a fixed mindset or a growth mindset. Which mindset someone has is strongly related to the patterns of praise they are given. By teaching DHH children growth mindset skills, supporting them in their endeavors, and instilling a sense of pride in who they are as a people, parents and educators can be positive catalysts for the success of DHH children. The benefits of a growth mindset and a healthy self-theory extend far beyond the academic setting and continue to impact individuals throughout their lives (Haselhuhn & Burton, 2013; Moorman & Pomerantz, 2010) and give children an opportunity to go through life with high expectations for themselves, the resilience to overcome and persist through challenges, and a sense of
confidence in whatever confronts them.
- Participants will be able to identify the differences between a fixed mindset and a growth mindset.
- Participants will be able to identify and implement strategies that may facilitate a healthy sense of self in DHH children.
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Presenters/Authors
Carrie Davenport
(Co-Presenter), The Ohio State University College of Medicine, carrie.davenport@osumc.edu;
Carrie Davenport, Ph.D., is a Postdoctoral Researcher in the Department of Otolaryngology at The Ohio State University Wexner Medical Center. Carrie is a teacher of the deaf by training with a Master's degree in Family-Centered Early Education from Gallaudet University. She earned her doctorate in special education at OSU in 2017. Prior to entering the PhD program at OSU, she was the Early Childhood Consultant for the Center for Outreach Services at the Ohio School for the Deaf. Carrie is a founding Board member of Ohio Hands & Voices. Her research interests include parental self-efficacy, parent-to-parent support, and parent-infant interaction. She is especially interested in building academic-community partnerships with families with deaf/hard-of-hearing children and other stakeholders.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Jodee Crace
(Co-Presenter), Gallaudet University, jodee.crace@gallaudet.edu;
Jodee Crace graduated with a M.A. in School Counseling from Gallaudet University in 1988. Since then she has utilized her counseling degree and additional interdisciplinary studies in a variety of human development field as a developmental therapist with Indiana’s Part C agency, staff therapist at a Community Mental Health Center, as a school counselor and then as the Early Intervention Coordinator at the Indiana School for the Deaf. Currently, she provides consulting, coaching, and training services in Early Education and Family Support nationwide, including being a National Deaf Mentor Trainer and a state Parent Advisor Trainer, in which both utilize the SKI-HI Curriculums. Additionally, Jodee is an adjunct instructor with Gallaudet University’s certification program of D/HH Infants, Toddlers, and Families Collaboration and Leadership, along with leading Gallaudet's ASL Connect family resources. Finally, Jodee completed her service with the JCIH, representing Council on Education of Deaf.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Tami Hossler
(Co-Presenter), American Society for Deaf Children, Asdctami@aol.com;
Tami Hossler, M.A., is a board member of American Society for Deaf Children (ASDC) and the editor of their magazine, The Endeavor. Tami and her husband have two adult daughters, one Deaf and one hearing. They reside in Ft. Myers, Florida.
ASHA DISCLOSURE:
Financial -
Nonfinancial -