Family empowerment: Supporting language development in young children who are deaf or hard of hearing

Abstract

The current model of early intervention with children who are deaf or hard of hearing emphasizes parental self-efficacy and involvement. The purpose of this study was to investigate the relationships between mothers' self-efficacy beliefs and involvement and children's language skills in a group of mothers of children who are deaf or hard of hearing and wear hearing aids (N = 32). Mothers completed a questionnaire (Scale of Parental Involvement and Self-Efficacy), and mother-child interactions were videotaped. Mothers' self-efficacy beliefs related to developing their children's speech and language were positively associated with higher level facultative language techniques (recast and open-ended question), and one lower level technique (closed-ended question). Perceived involvement was also positively related to lower level techniques. Regression analyses indicated that the same higher level techniques were associated with children's language skills. Findings present early intervention implications for professionals who work with families and children who are deaf or hard of hearing.