Assessing Self-Efficacy in Families of Children with Hearing Concerns through an Audiological Early Intervention Training
Abstract
To participate in listening and spoken language, one must have an intact auditory system. When the auditory system is damaged, listening and spoken language becomes difficult. Children with damaged auditory systems, may display a delay in listening and language development. If a family chooses the listening and spoken language modality it is important to have their children fit with proper amplification. This supports their listening and language development, by providing the children language access. The “Little Ears Enormous Purpose” (LEEP) Project was created five years ago to help families better understand and navigate their children’s hearing difficulties. The goal of LEEP is to help build families’ self-efficacy and advocacy skills regarding their children’s hearing difficulties and devices. LEEP is intended to build families’ confidence and knowledge with regard to their children’s hearing difficulties, hearing devices, and listening and spoken language development. The first year of LEEP consisted of one intervention session with a pre- and post-survey. The project now consists of four intervention sessions, with each session designed to address each family’s specific needs. The family’s self-efficacy skills and knowledge are assessed through a pre- and post-survey, using the Scale of Parent Involvement and Self-Efficacy-Revised (SPISE-R). The SPISE-R asks families questions about their perceptions of their child’s device use, beliefs, knowledge, confidence, and actions to support their children’s auditory access and spoken language development. Use of the survey and development of intervention sessions were modeled after Ambrose et al. (2020), who developed SPISE-R. Participants were recruited through flyers at the ETSU Audiology Clinic and Tennessee 0-5 Parent Outreach. In the past two years, 4 total families have participated. Data collection is still underway; however, it is hypothesized that there will be an increase in parent reported self-efficacy between the pre- and post-survey.
Start Time
16-4-2025 1:30 PM
End Time
16-4-2025 4:00 PM
Presentation Type
Poster
Presentation Category
Health
Student Type
Graduate Student - Doctoral
Faculty Mentor
Marcy Hite
Faculty Department
Audiology and Speech Language Pathology
Assessing Self-Efficacy in Families of Children with Hearing Concerns through an Audiological Early Intervention Training
To participate in listening and spoken language, one must have an intact auditory system. When the auditory system is damaged, listening and spoken language becomes difficult. Children with damaged auditory systems, may display a delay in listening and language development. If a family chooses the listening and spoken language modality it is important to have their children fit with proper amplification. This supports their listening and language development, by providing the children language access. The “Little Ears Enormous Purpose” (LEEP) Project was created five years ago to help families better understand and navigate their children’s hearing difficulties. The goal of LEEP is to help build families’ self-efficacy and advocacy skills regarding their children’s hearing difficulties and devices. LEEP is intended to build families’ confidence and knowledge with regard to their children’s hearing difficulties, hearing devices, and listening and spoken language development. The first year of LEEP consisted of one intervention session with a pre- and post-survey. The project now consists of four intervention sessions, with each session designed to address each family’s specific needs. The family’s self-efficacy skills and knowledge are assessed through a pre- and post-survey, using the Scale of Parent Involvement and Self-Efficacy-Revised (SPISE-R). The SPISE-R asks families questions about their perceptions of their child’s device use, beliefs, knowledge, confidence, and actions to support their children’s auditory access and spoken language development. Use of the survey and development of intervention sessions were modeled after Ambrose et al. (2020), who developed SPISE-R. Participants were recruited through flyers at the ETSU Audiology Clinic and Tennessee 0-5 Parent Outreach. In the past two years, 4 total families have participated. Data collection is still underway; however, it is hypothesized that there will be an increase in parent reported self-efficacy between the pre- and post-survey.