Assessing Self-Efficacy in Families of Children with Hearing Concerns through an Audiological Early Intervention Training

Authors' Affiliations

Kahlan Wokasien, B.S. Department of Audiology and Speech Pathology, College of Clinical and Rehabilitative Studies, East Tennessee State University, Johnson City, TN. Shannon Bramlette, Au.D., Department of Audiology and Speech Pathology, College of Clinical and Rehabilitative Studies, East Tennessee State University, Johnson City, TN. Marie Johnson, M.S., CCC-SLP, LSLS Cert. AVT, Department of Audiology and Speech Pathology, College of Clinical and Rehabilitative Studies, East Tennessee State University, Johnson City, TN.

Location

D.P. Culp Center Ballroom

Start Date

4-5-2024 9:00 AM

End Date

4-5-2024 11:30 AM

Poster Number

11

Name of Project's Faculty Sponsor

Marcy Hite

Faculty Sponsor's Department

Audiology and Speech Language Pathology

Classification of First Author

Clinical Doctoral Student

Competition Type

Non-Competitive

Type

Poster Presentation

Presentation Category

Science, Technology and Engineering

Abstract or Artist's Statement

An intact auditory system is essential for those wanting to participate in listening and spoken language. When the auditory system is broken down or impaired in some way, listening and spoken language becomes more difficult. In these children with impaired auditory systems, properly fit and working amplification is essential for families who have chosen the listening and spoken language modality. The “Little Ears Enormous Purpose” (LEEP) Project was created four years ago to help families better understand and navigate their children’s devices and help build their self-efficacy and advocacy skills when it came to their child with hearing concerns. LEEP is aimed at building caregiver’s confidence and knowledge when it comes to working with amplification devices and listening and spoken language. Previously, the study was completed through an online intervention session with a pre-survey and post-survey. However, in the past two years, the study has switched to a four-part intervention series, in which each intervention session is specifically crafted for each family’s specific needs. The families’ self-efficacy skills and knowledge were assessed through a pre- and post-survey, using the Scale of Parent Involvement and Self-Efficacy-Revised (SPISE-R). The SPISE-R asks the caregivers questions about their child’s device use and their perceptions of their beliefs, knowledge, confidence, and actions to support their child’s auditory access and spoken language development. The use of the questionnaire and development of intervention sessions were modeled after Ambrose et al. (J Early Hear Detect Interv, 2020), who developed the SPISE-R. Ambrose proposed that the SPISE-R could be a tool used in the process of early intervention. Participants were recruited through the ETSU Nave Center and Ms. Alissa Weeks using flyers. In the previous year, two families participated in the study, and three families participated this year for a total of five families. Data collection is still underway, however, it was hypothesized that we would see an increase in self-efficacy from the pre to post surveys.

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Apr 5th, 9:00 AM Apr 5th, 11:30 AM

Assessing Self-Efficacy in Families of Children with Hearing Concerns through an Audiological Early Intervention Training

D.P. Culp Center Ballroom

An intact auditory system is essential for those wanting to participate in listening and spoken language. When the auditory system is broken down or impaired in some way, listening and spoken language becomes more difficult. In these children with impaired auditory systems, properly fit and working amplification is essential for families who have chosen the listening and spoken language modality. The “Little Ears Enormous Purpose” (LEEP) Project was created four years ago to help families better understand and navigate their children’s devices and help build their self-efficacy and advocacy skills when it came to their child with hearing concerns. LEEP is aimed at building caregiver’s confidence and knowledge when it comes to working with amplification devices and listening and spoken language. Previously, the study was completed through an online intervention session with a pre-survey and post-survey. However, in the past two years, the study has switched to a four-part intervention series, in which each intervention session is specifically crafted for each family’s specific needs. The families’ self-efficacy skills and knowledge were assessed through a pre- and post-survey, using the Scale of Parent Involvement and Self-Efficacy-Revised (SPISE-R). The SPISE-R asks the caregivers questions about their child’s device use and their perceptions of their beliefs, knowledge, confidence, and actions to support their child’s auditory access and spoken language development. The use of the questionnaire and development of intervention sessions were modeled after Ambrose et al. (J Early Hear Detect Interv, 2020), who developed the SPISE-R. Ambrose proposed that the SPISE-R could be a tool used in the process of early intervention. Participants were recruited through the ETSU Nave Center and Ms. Alissa Weeks using flyers. In the previous year, two families participated in the study, and three families participated this year for a total of five families. Data collection is still underway, however, it was hypothesized that we would see an increase in self-efficacy from the pre to post surveys.