Demographics affecting parental expectations from early deaf intervention

Ingber, Sara; Dromi, Esther

doi:10.1002/dei.257

Cited by 8 publications

(8 citation statements)

References 48 publications

(46 reference statements)

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“…Parents here had higher expectations and told their deaf child that they would go to college. These parents found opportunities to work with professionals and programs that allowed them to have high expectations for their child as noted by Ingber and Dromi (2013). Such ideas were also reflected in our survey findings, with less than half of participants reporting they had completed a 4 year degree or higher.…”

Section: Discussionsupporting

confidence: 58%

It Requires a Community to Raise a Deaf Adult: A Comparative Study

Knight¹,

Hauschildt²,

Buchanan³

et al. 2021

JSS

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It has often been said, "It takes a village to raise a child"; likewise for deaf children born into hearing families, this village model provides the support necessary for optimal developmental outcomes for the child. Here a mixed method design was used to understand the outcomes for deaf adults who grew up a mid-size community with fragmented services in order to better understand what worked and what had not worked for these individuals. Results from a survey and follow up interviews identified two groups of individuals, those who stayed in the community having access only to the local resources and those who left the community finding more resources. In general, those who stayed described themselves as hard of hearing and used a mixture of sign and spoken language while those who left identified as Deaf and reported finding a Deaf community that provided them role models, aspirational capital, and a Deaf identity. Results are discussed using the frame of integrating support for families, effective schooling, and transition services. Recommendations are made to support the creation of such villages for deaf children in areas that may not have sufficient resources.

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Section: Discussionsupporting

confidence: 58%

It Requires a Community to Raise a Deaf Adult: A Comparative Study

Knight¹,

Hauschildt²,

Buchanan³

et al. 2021

JSS

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“…Mothers rated these three 10-item subscales on a 4-point Likert-type scale (1 = not at all, 4 = very much so). Ingber and Dromi (2009) reported internal consistency measures of .75, .84, and .74 for the Anxiety, Anger, and Curiosity subscales, respectively; in our sample, Cronbach alphas were .86, .92, and .77, respectively.…”

Section: Methodsmentioning

confidence: 50%

“…Researchers have identified variables that may influence parents' ability to actively participate in early intervention programs (e.g., Baxter & Kahn, 1999;Roberts, Rule, & Innocenti, 1998;Siebes et al, 2007). With children with hearing loss, Dromi and Ingber (1999) and Ingber and Dromi (2009) found that parents' emotional characteristics affected their style of parental involvement in early intervention programs. Specifically, emotional and motivational states such as anxiety (Cohen, 1986), anger (Cohen, 1986), curiosity (Spielberger et al, 1979), and motivation (Bandura, 1991(Bandura, , 1993(Bandura, , 1997) may influence parental involvement in early intervention services.…”

Section: Maternal Emotional States Affecting Parental Involvementmentioning

confidence: 99%

Mothers’ Involvement in Early Intervention for Children With Hearing Loss

Ingber

Al‐Yagon

Dromi

2010

Journal of Early Intervention

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This study examined the contribution of a model of maternal characteristics in explaining mothers’ involvement in the early intervention of their 1- to 7-year-old children with hearing loss. The model of maternal factors affecting mothers’ involvement in intervention comprised (a) four personal characteristics conceived as exogenous variables (anxiety, curiosity, anger, and motivation) and (b) two maternal context-based perceptions conceived as mediating variables (pessimism about their children’s potentials and informal social support). The sample included 114 mother—child dyads (67 boys, 47 girls) who attended the Kesher early intervention program in Israel. Path analysis indicated a high fit between the theoretical model and the empirical findings. Discussion focused on understanding the unique value of mothers’ characteristics for their involvement in their children’s early intervention programs.

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“…One of the key factors in tailoring and improving speech and language therapy and other habilitation services is knowing parents’ needs, expectations and experiences during their child's habilitation process. There is a paucity of research on parents’ needs, expectations and satisfaction with the services provided for children after ascertainment of their hearing impairment (Perold 2001, Sach and Whynes 2005, Fitzpatrick et al 2008, Ingber and Dromi 2009). Further, only limited clinical emphasis has been placed on these aspects when providing services, which have traditionally been organized according to what is considered important by professionals (Fitzpatrick et al 2007, 2008).…”

Section: Introductionmentioning

confidence: 99%