Mothers’ Involvement in Early Intervention for Children With Hearing Loss

Abstract

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.

Social Support, Education Levels, and Parents’ Involvement: A Comparison Between Mothers and Fathers of Young Children With Autism Spectrum Disorder

“…The purpose of this study was to compare mothers’ and fathers’ involvement and perceptions of the social support (formal and informal) they receive, and to explore which types of social support and levels of parental education predict variation in mothers’ and fathers’ involvement with their child with ASD. Coinciding with the scientific literature (Behrani & Shah, 2016; Foody et al, 2015; Ingber et al, 2010), we hypothesized that mothers would report higher levels of parental involvement than fathers and that different types of social support (formal and informal) would have a unique contribution in explaining variation in mothers’ and fathers’ involvement. Furthermore, mothers would report receiving greater levels of informal support, which would predict their level of involvement, and higher parental education levels would predict variation in mothers’ and fathers’ involvement.…”

“…While the relation between social support and parental involvement has been documented in parents of children with disabilities (Ingber et al, 2010; Meadan et al, 2015), regarding mothers and fathers of children with ASD, this area is still in its infancy. We hypothesized that mothers and fathers would identify receiving different types of support (mothers would perceive more informal support than fathers), which would relate to their involvement in the care of their child with ASD.…”

“…It has been suggested that higher levels of parenting involvement among mothers and fathers of children with ASD is related to higher levels of distress, anxiety, and depression (Foody et al, 2015). Studies of parents of children with other disabilities (e.g., hearing loss) have shown that their involvement is affected by their emotional states and the social support they receive (Ingber et al, 2010). In line with these findings, parents of young children with ASD have indicated that they value opportunities to be involved with the early intervention team (service providers) to receive support in learning how to help their children (Coogle et al, 2013).…”

“…Research evidence demonstrates the significant role of parental involvement in the care of their children with autism spectrum disorder (ASD), and its beneficial effect on the children’s developmental and educational outcomes (Azeem, Imran, & Khawaja, 2016; Casenhiser, Shanker, & Stieben, 2011; Mareoiu, Bland, Dobbins, & Niemeyer, 2015). Studies emphasize that the support parents receive is of great importance for their performance and their involvement in promoting the care of a child with a disability (Coogle, Guerette, & Hanline, 2013; Ingber, Al-Yagon, & Dromi, 2010). Parents receive both formal and informal support.…”

Early Vocabulary in Children With Cochlear Implants: A Comparison Between Three Assessment Methods

“…Thus, clinicians should be careful with their demands to the parents, as many face numerous everyday problems, primarily related to the maintenance of the device, communication difficulties, and behavior problems (Zaidman-Zait, 2008). Program requirements for a proactive and intense parental involvement can put unnecessary pressure on mothers (Mauldin, 2016), who are traditionally more involved (than fathers) in intervention programs for children with hearing loss (Ingber, Al-Yagon, & Dromi, 2010).…”