Video feedback intervention: a case series in the context of childhood hearing impairment

James, Deborah; Kamble, Meghana Wadnerkar; Lam-Cassettari, Christa

doi:10.1111/1460-6984.12039

Cited by 16 publications

(12 citation statements)

References 28 publications

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“…The effect of speech therapy was evaluated in a case study of three dyads composed of a normalhearing parent and their hearing-impaired child with a cochlear implant, using the interaction analysis method by means of filming, in which each dyad was assessed before and after speech therapy 10 . The findings of this study showed that the intervention performed with the video analysis of the interaction between parents and their hearing-impaired child may favor the pre-linguistic communicative development of children with hearing loss.…”

Section: Introductionmentioning

confidence: 99%

Caracterização da interação comunicativa entre pais de crianças e adolescentes deficientes auditivos que utilizam comunicação oral

Guijo

Delgado-Pinheiro

2016

Rev. CEFAC

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Conflict of interest: non-existentCharacterization of communicative interaction between parent of hearing impaired children and adolescents that use oral communication ABSTRACTPurpose: to characterize the communicative interaction among hearing parents and children or adolescents with hearing loss who use oral communication through the video analysis. Methods: this study included parents of nine children and nine adolescents with bilateral sensorineural pre-lingual hearing impairment, from moderate to profound degree, who attend or attended an aural rehabilitation program with emphasis on the development of hearing and oral communication. Among the nine children, four are aided by cochlear implant and five are aided by hearing aid. Regarding the adolescents, six are aided by cochlear implant and three are aided by hearing aids. The procedure used was a checklist composed by 22 behaviors that analyze the interaction on the stimulation of hearing and language. These behaviors were scored from a Likert scale and classified as "rarely", "occasionally" and "frequently". The interaction among the hearing impaired children or adolescents and their parents was recorded for later analysis by three judges with experience in aural rehabilitation. Results: there were 18 interactions recorded, in which it was possible to establish a relation of 97.8% among the judges. The occurrence of behavior "frequently" was statistically significant. Conclusion: the results showed that parents involved into an aural rehabilitation program that emphasizes the use of communication strategies to improve the development of linguistic and auditory skills, suitably use communicative behaviors during interaction with their children or adolescents in a controlled situation. Keywords: Hearing Loss; Parent-Child Relations; Family RESUMO Objetivo: caracterizar a interação comunicativa entre pais ouvintes e crianças ou adolescentes com deficiência auditiva que utilizam comunicação oral, por meio da análise de filmagens. Métodos: participaram deste estudo os pais de nove crianças e nove adolescentes com deficiência auditiva sensorioneural bilateral, pré-lingual de grau moderado a profundo, que frequentam ou frequentaram um programa de intervenção fonoaudiológica, com ênfase no desenvolvimento da função auditiva e comunicação oral. Entre as nove crianças, quatro fazem uso de implante coclear e cinco de Aparelho de Amplificação Sonora Individual. Em relação aos adolescentes, seis fazem uso de implante coclear e três de Aparelho de Amplificação Sonora Individual. O procedimento adotado foi a Escala de Índice de Comportamentos que promovem a Comunicação, a qual apresenta 22 comportamentos que analisam a interação quanto à estimulação da audição e linguagem. Os referidos comportamentos foram pontuados a partir de uma escala Likert e classificados como "raramente", "ocorre" e "frequentemente". A interação entre os deficientes auditivos e seus pais foi filmada para posterior análise de três juízes com experiência na área de audiologia educacional. Resultad...

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Section: Introductionmentioning

confidence: 99%

Caracterização da interação comunicativa entre pais de crianças e adolescentes deficientes auditivos que utilizam comunicação oral

Guijo

Delgado-Pinheiro

2016

Rev. CEFAC

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“…Specifically, their posttest performance was better than their pretest performance. James et al [ 29 ] found that video-guided interventions are effective in promoting prelinguistic development in children with hearing impairment. Thus, in accordance with the present findings, medical educators should use video-guided interventions to impart the requisite skills to students with hearing impairment who require medical and psychological care.…”

Section: Discussionmentioning

confidence: 99%

The effect of a video-guided educational technology intervention on the academic self-concept of adolescent students with hearing impairment

Asogwa¹,

Ofoegbu²,

Eseadi³

et al. 2020

Medicine

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Background/Objective: Academic self-concept is an important construct within the disciplines of medicine, psychology, and education. Enhancing the academic self-concept of students with special educational needs is very crucial because it is associated with their quality of life. This study aimed to examine the effect of a video-guided educational technology intervention on the academic self-concept of adolescents with hearing impairment who were attending inclusive nonresidential public schools in Southeast Nigeria. Methods: This study adopted a randomized controlled trial design. The participants were 60 junior secondary students with hearing impairment. We implemented a video-guided educational technology intervention. It relied on the use of 13-minute video clips with captions/subtitles, which covered academic self-concept-related themes. The Academic Self-Concept Questionnaire, which has been developed by Liu and Wang, was used to collect baseline, posttreatment, and follow-up data. We conducted independent-samples and paired t test and computed Cohen d and Glass Δ to analyze the data. Results: The video-guided educational technology intervention significantly improved the academic self-concept of the treatment group participants, when compared with the care-as-usual control group participants, t (58) = 9.07, P < .001. These improvements in academic self-concept were sustained at follow up among the treatment group participants, when compared with the care-as-usual control group participants, t (48.56) = 10.898, P < .001. Within-subjects comparisons showed that the academic self-concept of the treatment group participants had significantly improved across the different time points at which they were assessed. Conclusion: The video-guided educational technology intervention was effective in improving the academic self-concept of adolescents with hearing impairment who were attending inclusive nonresidential public schools. Large-scale studies are needed to maximize the impact of video-guided educational technology interventions on students with hearing impairments who attend inclusive non residential public schools in Nigeria.

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“…In this study, the purposeful selection of a 2 min coding frame was from a 20 min free-play video recording of the parent and the child. This free-play recording was the same as that used in our previous published work (James et al, 2013;Wadnerkar Kamble et al, 2014;Lam-Cassettari et al, 2015), hence giving the same context of observation, albeit with a focus on the child's voice.…”

Section: Dependent Variable Tait Video Analysis Measurementioning

confidence: 99%

“…Three short video clips (demonstrating attuned responses linked to the family's goal) are played in each of the shared review sessions, and families are guided to microanalyze and reflect on the behaviors that facilitated successful communication with their child. The specific process of the intervention is described in detail in published work from our lab (Collins and James, 2013;James et al, 2013;Lam-Cassettari et al, 2015;James, 2017).…”

Section: Interventionmentioning

confidence: 99%

“…Over a period of one and a half years (2010-2012), our research lab conducted the first ever trial of VIG using an N = 1 intervention design with 16 families, who were concurrently randomized and stratified in either a waiting-list or an intervention-first group (James et al, 2013;Wadnerkar Kamble et al, 2014;Lam-Cassettari et al, 2015). The program of research focused on increasing parental sensitivity and attention to the strengths shown in the parent-child relationship where the child was deaf and hard-of-hearing.…”

Section: Introductionmentioning

confidence: 99%

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Communication Skills and Communicative Autonomy of Prelinguistic Deaf and Hard-of-Hearing Children: Application of a Video Feedback Intervention

2020

Self Cite

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Background and Aim: Evidence on the efficacy of parenting interventions to support communication development in deaf and hard-of-hearing children is emerging. In previous research, we showed that parental participation in a video feedback-based intervention enhanced parental self-esteem and emotional availability to their deaf and hard-of-hearing children. This paper investigates the impact of the intervention on the development of the children's prelingual communication skills and autonomy. Evidence on the efficacy of parenting interventions to support communication development is warranted. Methods: Sixteen hearing parents with a prelingual deaf and hard-of-hearing child (Mage = 2.05 years, SD = 1.77) were recruited by self-selection from pediatric audiological services and randomly stratified into intervention-first and waiting-list groups. Families completed three sessions of Video Interaction Guidance in their homes. Designed for maximal inclusion, the sample comprised children with complex developmental and social needs. The primary inclusion criterion was the child's prelingual status (<50 signed/spoken words), which was established using speech and language therapy reports. Child communicative autonomy was assessed from a 20 min free-play video recording using a gold standard measure for deaf and hard-of-hearing children (Tait) before and after the intervention. Results: A Mann-Whitney U test indicated no significant difference between the two groups. The groups were collated, and a Wilcoxon signed-rank test with time (pre-/post-intervention) as a repeating variable was run. A significant increase in children's communicative autonomy (Z = −3.517, p < 0.0001, d = 0.62) and decrease in children's no-responses (Z = −3.111, p < 0.005, d = 0.55) were seen. There was no significant difference in the overall number of turn-taking between the parent and child, indicating differences in the quality of the parent-child interactions, not the quantity.

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Video feedback intervention: a case series in the context of childhood hearing impairment

Cited by 16 publications

References 28 publications

Caracterização da interação comunicativa entre pais de crianças e adolescentes deficientes auditivos que utilizam comunicação oral

Caracterização da interação comunicativa entre pais de crianças e adolescentes deficientes auditivos que utilizam comunicação oral

The effect of a video-guided educational technology intervention on the academic self-concept of adolescent students with hearing impairment

Communication Skills and Communicative Autonomy of Prelinguistic Deaf and Hard-of-Hearing Children: Application of a Video Feedback Intervention

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