Parents’ Perspectives of Center-Based Early Intervention Services for Deaf/Hard of Hearing Children

IF 1.5 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention Pub Date : 2023-03-06 DOI:10.1177/10538151231155409

Ronda Rufsvold, Elaine R. Smolen, Maria C. Hartman, Lauren Fleming

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引用次数: 0

Abstract

Parents of children who are newly identified as deaf or hard of hearing (DHH) face many decisions surrounding communication and intervention, including where to receive early intervention (EI) services. This study explored the experiences and perspectives of parents of DHH children enrolled in a center-based, family-centered EI program focused on developing listening and spoken language in California. Seventeen families participated in biannual focus groups following a semi-structured interview protocol that focused on parental decision-making and experiences receiving center-based services. Qualitative thematic analysis was used to code transcripts of the focus groups. The data coalesced around three main themes: (a) a variety of influences on technology and communication decisions, (b) the value of center-based services, and (c) a sense of empowerment and drive for advocacy. Caregivers particularly valued connections to other families of DHH children and the expertise of center-based EI providers as they navigated the first few years following identification.

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基于中心的聋哑儿童早期干预服务的家长视角

新确定为聋人或重听（DHH）的儿童的父母面临着许多关于沟通和干预的决定，包括在哪里接受早期干预（EI）服务。本研究探讨了DHH儿童的父母在加利福尼亚州参加一个以中心为基础、以家庭为中心的旨在发展听力和口语的EI项目的经历和观点。17个家庭参加了半年一次的焦点小组，遵循半结构化的访谈协议，重点关注父母的决策和接受中心服务的经历。定性专题分析用于编码重点小组的转录本。这些数据围绕三个主要主题结合在一起：（a）对技术和通信决策的各种影响，（b）基于中心的服务的价值，以及（c）赋权感和倡导动力。护理人员在识别后的头几年里，特别重视与其他DHH儿童家庭的联系，以及中心EI提供者的专业知识。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Early Intervention Multiple-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： The Journal of Early Intervention (JEI) publishes articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. The childhood years in which early intervention might occur begin at birth, or before birth for some prevention programs, and extend through the years in which children traditionally begin elementary school.