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ERIC Number: EJ1068017
Record Type: Journal
Publication Date: 2015-Jul
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1081-4159
Enhancing Parent-Child Communication and Parental Self-Esteem with a Video-Feedback Intervention: Outcomes with Prelingual Deaf and Hard-of-Hearing Children
Lam-Cassettari, Christa; Wadnerkar-Kamble, Meghana B.; James, Deborah M.
Journal of Deaf Studies and Deaf Education, v20 n3 p266-274 Jul 2015
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 (M[subscript age] = 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.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Identifiers - Assessments and Surveys: Rosenberg Self Esteem Scale; Vineland Adaptive Behavior Scales
Grant or Contract Numbers: N/A