Mothers' emotional experiences related to their child's diagnosis of deafness and cochlear implant surgery: Parenting stress and child's language development

Majorano, Marinella; Guerzoni, Letizia; Cuda, Domenico; Morelli, Marika

doi:10.1016/j.ijporl.2019.109812

Cited by 21 publications

(15 citation statements)

References 45 publications

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“…These stressors are also among the top 5 stressors reported by families prior to implantation (11). Consistent with previous literature (15,44), parenting stress was negatively associated with oral language (i.e., 4.43 oral language SS units per SD change in family stress), with these new data indicating that part of this effect is explained by the negative impact of parenting stress on self-efficacy. Although the simple, negative correlations between parenting stress and involvement were also significant, level of involvement did not mediate children's spoken language outcomes.…”

Section: Discussionsupporting

confidence: 88%

Parenting Stress, Self-Efficacy, and Involvement: Effects on Spoken Language Ability Three Years After Cochlear Implantation

Mitchell

Barker

Sarangoulis

et al. 2021

Otology &Amp; Neurotology

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Objective: This study evaluated associations among parenting stress, self-efficacy, and involvement in relation to spoken language outcomes in young children 3 years following cochlear implantation. Study Design: Cross-sectional. Setting: Six university tertiary medical centers. Patients: One hundred sixty-four young children with bilateral, severe-to-profound sensorineural hearing loss who had 3 years of experience with a CI; children with substantial cognitive impairments were excluded from the study. Main Outcome Measures(s): Family Stress Scale (FSS), Scale of Parental Involvement and Self-Efficacy (SPISE), Oral and Written Language Scales (OWLS). Results: Correlations were of moderate strength between FSS scores and SPISE scores (Parental Self-Efficacy, r ¼ À0.45, p < 0.01, Parental Involvement r ¼ À0.32, p < 0.01). As hypothesized, parents reporting higher levels of stress reported lower perceptions of self-efficacy and involvement. In addition, results showed that family stress had a direct, negative effect on spoken language (À4.43 [95% confidence interval: À6.97; À1.89]). After controlling for maternal education and activation age, parental selfefficacy mediated the negative effect between family stress and spoken language (indirect effect ¼ À1.91 [3.45; À0.69]; proportion mediated ¼ 0.43). No mediating effects were found for parental involvement. Conclusions: These findings highlight the need for parenting interventions that focus on reducing stressors and increasing parents' perceptions of self-efficacy in families of children using cochlear implants. Integration of mental health screening and tailored parenting interventions in CI clinics may increase parental self-efficacy and involvement, with measurable benefits in the child's use of spoken language.

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Section: Discussionsupporting

confidence: 88%

Parenting Stress, Self-Efficacy, and Involvement: Effects on Spoken Language Ability Three Years After Cochlear Implantation

Mitchell

Barker

Sarangoulis

et al. 2021

Otology &Amp; Neurotology

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“…Child’s expressive vocabulary was assessed with the Words and Sentences Complete Form of the Italian MB-CDI ( Caselli et al, 2015 ), that is a valid and reliable tool to investigate child lexical production and grammatical skills, as indicated by its widespread use in clinical contexts and empirical studies ( Sansavini et al, 2019 ; Majorano et al, 2020 ; Zuccarini et al, 2020 ).…”

Section: Methodsmentioning

confidence: 99%

The Effects of a Parent-Implemented Language Intervention on Late-Talkers’ Expressive Skills: The Mediational Role of Parental Speech Contingency and Dialogic Reading Abilities

et al. 2021

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Several qualitative and quantitative features of parental speech input support children’s language development and may play a critical role in improving such process in late talkers. Parent-implemented interventions targeting late-talkers have been developed to promote children’s language outcomes by enhancing their linguistic environment, i.e., parental speech input. This study investigated the effect of a parent-implemented intervention in increasing late talkers’ expressive skills through modifications in structural and functional features of parental speech input. Forty-six thirty-one-month-old late talkers differing in their birth condition (either low-risk preterm or full-term) participated in the study with a parent; 24 parent-child dyads received a parent-implemented intervention centered on dialogic reading and focused stimulation techniques, whereas the other 22 dyads constituted the control group. At pre- and post-intervention, dyads took part in a parent-child shared book-reading session and both parental and child’s speech measures were collected and examined. Results showed that the intervention positively affected parents’ use of responses and expansions of children’s verbal initiatives, as well as the parental amount of talking over reading, whereas no structural features of parental input resulted modified. Mediation analyses pointed out that the intervention indirectly enhanced late-talkers’ use of verbal types and tokens through changes in parental use of expansions and amount of talking over reading. As birth status was entered as a covariate in the analysis, these findings can be extended to children with different gestational age. We conclude that the parent-implemented intervention was effective in supporting late-talkers’ gains in language development as a cascade result of the improvements in parental contingency and dialogic reading abilities. These promising findings suggest to examine not only children and parental outcomes but also the intervention mechanisms promoting changes in late-talkers’ language development as a clearer view on such process can inform the development of feasible, ecological and effective programs.

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“…The researcher used "Tense scales for self-concept: re-rationing by (Prof. Safwat Farag, Prof. Sohair Kamel Ahmed 2014) / Problem Behavior Scale (Prof. Dr. Suhair Kamel Ahmed, Prof. Boutros Hafez Boutros 2021). "The sample consisted of 20 children with hearing impairment (31)(32)(33)(34)(35)(36)(37)(38)(39)(40)(41)(42)(43)(44)(45)(46)(47)(48)(49)(50) decibels who need hearing aids in the age group of 5: 7 years, high problem behavior and their mothers. The results of the research resulted in finding a significant relationship between the self-concept of mothers of hearingimpaired children in terms of "positive defenses" and the problem behavior of their children, while there is no significant relationship between the selfconcept of mothers of hearing-impaired children in terms of poor general adjustment, psychosis, and disorders Personality, neurosis, and personality integration and the problem behavior of their children.…”

Section: Research Abstractmentioning

confidence: 99%

مفهوم الذات لدى امهات الاطفال ضعاف السمع وعلاقتة بالسلوک المشکل لدي اطفالهن

حسن¹

2023

مجلة الطفولة

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Mothers' emotional experiences related to their child's diagnosis of deafness and cochlear implant surgery: Parenting stress and child's language development

Cited by 21 publications

References 45 publications

Parenting Stress, Self-Efficacy, and Involvement: Effects on Spoken Language Ability Three Years After Cochlear Implantation

Parenting Stress, Self-Efficacy, and Involvement: Effects on Spoken Language Ability Three Years After Cochlear Implantation

The Effects of a Parent-Implemented Language Intervention on Late-Talkers’ Expressive Skills: The Mediational Role of Parental Speech Contingency and Dialogic Reading Abilities

مفهوم الذات لدى امهات الاطفال ضعاف السمع وعلاقتة بالسلوک المشکل لدي اطفالهن

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