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Supporting the Social-Emotional Well-Being of Elementary School Students Who Are Deaf and Hard of Hearing: A Pilot Study.
Kishida, Yuriko; Brennan-Jones, Christopher G; Runions, Kevin; Vithiatharan, Rena; Hancock, Kirsten; Brown, Michelle; Eikelboom, Robert H; Coffin, Juli; Kickett-Tucker, Cheryl; Li, Ian W; Epstein, Melanie; Falconer, Sarah E; Cross, Donna.
Afiliación
  • Kishida Y; Telethon Kids Institute, Perth, Western Australia, Australia.
  • Brennan-Jones CG; Telethon Speech & Hearing, Perth, Western Australia, Australia.
  • Runions K; Macquarie University, Sydney, New South Wales, Australia.
  • Vithiatharan R; Curtin University, Perth, Western Australia, Australia.
  • Hancock K; Telethon Kids Institute, Perth, Western Australia, Australia.
  • Brown M; Curtin University, Perth, Western Australia, Australia.
  • Eikelboom RH; Perth Children's Hospital, Child and Adolescent Health Service, Western Australia, Australia.
  • Coffin J; The University of Western Australia, Perth, Australia.
  • Kickett-Tucker C; Telethon Kids Institute, Perth, Western Australia, Australia.
  • Li IW; The University of Western Australia, Perth, Australia.
  • Epstein M; Telethon Kids Institute, Perth, Western Australia, Australia.
  • Falconer SE; Telethon Kids Institute, Perth, Western Australia, Australia.
  • Cross D; Department of Education, School of Special Education Needs: Sensory, Perth, Western Australia, Australia.
Lang Speech Hear Serv Sch ; 53(4): 1037-1050, 2022 Oct 06.
Article en En | MEDLINE | ID: mdl-35914020
PURPOSE: Children who are Deaf and Hard of Hearing (DHH), their parents, Teachers of the Deaf, and other community stakeholders were involved in co-designing a web-based resource to support students' social-emotional well-being. The resource was designed to provide families and teachers with strategies to enhance the social and emotional well-being of Grade 4-6 students who are DHH. This study reports outcomes of a pilot study of the web-based resource intervention. METHOD: A pre-post pilot study was conducted to quantitatively examine reported anxiety, well-being, social relationships, school experience, student-teacher relationship, and parent and teacher self-efficacy. A total of 37 students, their parents (n = 37), and their classroom teachers (n = 40) participated in the intervention program and were provided access to the resource. RESULTS: In total, 19 students, 22 parents, and 17 teachers completed both pre- and postsurvey measures. Paired t tests revealed that there was a statistically significant increase in parents' self-efficacy scores from pre- to posttest. Multivariate analysis of covariance revealed a significant association between parent use of the website and student-reported improved peer support and reduced school loneliness. No other statistically significant differences were found. CONCLUSIONS: The use of a web-based resource codeveloped with students who are DHH, their parents, and teachers could potentially be beneficial for the well-being of students who are DHH as well as parents' self-efficacy. Further research is needed to confirm the benefits.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Personas con Deficiencia Auditiva / Pérdida Auditiva Límite: Child / Humans Idioma: En Revista: Lang Speech Hear Serv Sch Año: 2022 Tipo del documento: Article País de afiliación: Australia Pais de publicación: Estados Unidos
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Personas con Deficiencia Auditiva / Pérdida Auditiva Límite: Child / Humans Idioma: En Revista: Lang Speech Hear Serv Sch Año: 2022 Tipo del documento: Article País de afiliación: Australia Pais de publicación: Estados Unidos