Enhancing Parent-Child Communication and Parental Self-Esteem With a Video-Feedback Intervention: Outcomes With Prelingual Deaf and Hard-of-Hearing Children

Christa Lam-Cassettari, Meghana B Wadnerkar-Kamble, Deborah M James, Christa Lam-Cassettari, Meghana B Wadnerkar-Kamble, Deborah M James

Abstract

Evidence on best practice for optimizing communication with prelingual deaf and hard-of-hearing (DHH) children is lacking. This study examined the effect of a family-focused psychosocial video intervention program on parent-child communication in the context of childhood hearing loss. Fourteen hearing parents with a prelingual DHH child (Mage = 2 years 8 months) completed three sessions of video interaction guidance intervention. Families were assessed in spontaneous free play interactions at pre and postintervention using the Emotional Availability (EA) Scales. The Rosenberg Self-esteem Scale was also used to assess parental report of self-esteem. Compared with nontreatment baselines, increases were shown in the EA subscales: parental sensitivity, parental structuring, parental nonhostility, child responsiveness, and child involvement, and in reported self-esteem at postintervention. Video-feedback enhances communication in families with prelingual DHH children and encourages more connected parent-child interaction. The results raise implications regarding the focus of early intervention strategies for prelingual DHH children.

© The Author 2015. Published by Oxford University Press.

Figures

Figure 1.
Figure 1.
Flow chart showing the assessment schedule for participants. As depicted half of the participants commenced the intervention without delay, and half of the participants completed an 8–12 weeks control waiting period prior to commencing the intervention phase. Both groups completed three laboratory assessments.

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