Appropriate intervention needs to support families and consider them as a part of rehabilitation program. Parents who have high self-efficacy are more likely to put their knowledge and skills into action and have positive interactions with their children. In addition, there has been a positive relation between parental involvement and child educational success. The aim of present study was evaluating maternal perception of both self-efficacy and involvement between mothers of children with hearing aid and cochlear implant via Scale of Parental Involvement and Self Efficacy (SPISE) and exploring relationship between maternal self-efficacy and parental involvement and child factors. 100 mothers of children with hearing loss were available. 49 mothers participated in study, filled SPISE, and return it on time. SPISE consisted of three sections (1) demographic information, (2) maternal self-efficacy, (3) parental involvement. All cases had received at least 6 months auditory training and speech therapy. Participants included 30 (61.2%) mothers of children with hearing aid, 19 (38.8%) mothers of children with cochlear implant. ANOVA analysis showed that there is no significant difference between hearing aid (HA) and cochlear implant (CI) groups in term of self-efficacy and parent-involvement except for question 21 (comfortable in participating in individualized program) that score in HA group was significantly higher than CI group. Results of present study has practical implications for early interventionists working with families. Every early intervention program should consider families to reach maximum outcome. Early interventionists can use SPISE to evaluate parental selfefficacy and involvement and work on parents with low score to achieve the best results.
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Background: Subjects with (central) auditory processing disorder (C)APD may manifest a range of complaints including difficulty in speech perception in noise, following directions, and discrimination of similar speech sounds. Other disorders may also have the same behavioral manifestations. The Case: Here we present an 8-year-old boy who was misdiagnosed and mismanaged as a child with learning disability. His speech, language and cognition problems at initial evaluation included semantic problem, a short length of speech, phonological sound disorder, and attention disorder. He showed abnormality in the dichotic digits test with free recall approach and monaural selective auditory attention test. Based on his performance and test results, he was suffering from (C)APD especially in dichotic listening and speech perception in competition. It was suggested that binaural hearing training with differential interaural intensity, informal localization training including localization clock, and auditory training in noise be added to his classic auditory training program. Conclusion: Studying this subject was important because (C)APD diagnosis needs a team approach. Evidently, the parents, teacher and speech-language pathologist (SLP) did not seek a central auditory processing evaluations early enough but some of his behaviors could potentially be a red flag for (C)APD and could guide SLPs to refer him for central auditory testing. As we may not be able to evaluate central auditory processing in the early childhood, identifying the possible (C)APD signs by a SLP may help them to plan a more suitable program even before reaching a definite diagnosis.
Infant-Toddler Meaningful Auditory Integration Scale (IT-MAIS) is a useful tool for the quantitative evaluation of auditory behaviors in different situations. The present study aimed to develop the Persian version of IT-MAIS. Methods: There was 4 main steps in the translation and validation of the scale, as follows: forward translation, synthesis, backward translation, and expert committee discussion. Then, the final Persian version of the scale was analyzed in terms of reliability and validity. The scale was studied on the parents of 17 hearing impaired and 17 normal hearing children. Results: There was a significant difference in the mean score of scale between hearing impaired and normal hearing children (P≤0.001). The internal consistency of the items was satisfactory. The Cronbach's alpha for the overall score was 0.93. Discussion: This study suggested that IT-MAIS-F can be a reliable and valid tool for the evaluation of the auditory function of children. However, the sample size of the study was small. Thus, studies with larger sample sizes are recommended. In addition, test-retest reliability of the scale was not studied.
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