Teacher goals in an early intervention program for children with hearing loss

Hearing parents of young children newly diagnosed with a hearing loss typically know little of this condition or how it can best be managed. Information and assistance is available through early intervention programs. However, these take a variety of forms and offer different, sometimes conflicting, philosophies. The selection of an early intervention program is an important choice and one which requires parents to collect and assimilate large amounts of information and opinion. This must be done during what is, for most, a highly traumatic period. It is generally accepted that parents should make the major choices for themselves and their children, rather than have them made for them by experts, but that this should be done in a collaborative manner. This requires that the relevant experts are able and willing to provide information and advice which is balanced, comprehensible, and appropriate to the needs and abilities of the parents - that is, information and advice which is helpful. This study surveyed parents who had been through the early intervention process to identify the sources from which they obtained their information, and their perceptions of the helpfulness of the information provided.

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EFFECTIVENESS OF INITIAL SOLUTIONS INCORPORATED INTO EARLY INTERVENTION DELIVERY SYSTEMS FOR CHILDREN WITH HEARING LOSS: EVIDENCE FROM HAI PHONG, VIETNAM

Asian Journal of Pharmaceutical and Clinical Research ◽

10.22159/ajpcr.2019.v12i10.35482 ◽

2019 ◽

pp. 268-271

Author(s):

XUONG TUYET NGUYEN ◽

HA NGOC NGUYEN ◽

TRAM VAN TA ◽

VU KIEN TRAN ◽

HIEN THE PHAM

Keyword(s):

Hearing Loss ◽

Early Intervention ◽

Intervention Program ◽

Community Intervention ◽

Disease Onset ◽

Delivery Systems ◽

Intervention Delivery ◽

Before And After ◽

Children With Hearing Loss ◽

Serious Disease

Objective: Hearing loss is a serious disease that needs attention from society because of its considerable effects on the normal development of children. This study incorporated systematic solutions into early intervention delivery systems for children with hearing loss in Hai Phong, Vietnam, and evaluated the effectiveness of the strategies. Methods: This community intervention study, which was carried out from 2013 to 2014, involved a comparison of the early intervention delivery systems before and after the implementation of the proposed solutions. Results: Two years after the solutions were applied, the following results were derived: The availability of resources and the quality of service provision improved and access to and the use of services by families whose children suffer from hearing loss increased. The solutions also facilitated the creation of an early communal intervention program and significantly enhanced the situations of children with hearing loss as regards the average ages at which disease onset was suspected, the disease was definitively identified, hearing aid fitting was initiated, and language intervention was implemented (15.5, 21, 23.7, and 26.5 months, respectively). Finally, the solutions enabled detection, diagnosis, and early intervention at <12 and 24 months of age (p<0.001). Conclusion: The strategy of reinforcing intervention programs with general and comprehensive solutions can be expanded to other Vietnamese provinces grappling with similar problems.

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Families' Perceptions of Early Intervention Services for Children With Hearing Loss

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2703.203 ◽

1996 ◽

Vol 27 (3) ◽

pp. 203-214 ◽

Cited By ~ 3

Author(s):

Melody Harrison ◽

Margaret Dannhardt ◽

Jackson Roush

Keyword(s):

Early Intervention ◽

Family Involvement ◽

Intervention Program ◽

The United States ◽

Preschool Age ◽

Demographic Information ◽

Early Intervention Program ◽

Early Intervention Services ◽

Education Act ◽

Children With Hearing Loss

A national survey was distributed to families of preschool-age children who are deaf or hard of hearing in order to investigate parent's perceptions of family involvement in early intervention programs, as intended by the Individuals with Disabilities Education Act (formerly P.L. 99-457). Questions were organized into five categories: (1) the family's experiences with their early intervention program, (2) information provided by their early intervention program, (3) experiences in writing the Individualized Family Service Plan (IFSP), (4) demographic information concerning the family, and (5) demographic information concerning the child. Surveys were returned from all geographic regions of the United States, representing parents from a wide variety of backgrounds. Results indicate that although an IFSP had not been developed by almost one-half of the respondents, those who responded reported overall satisfaction with their early intervention program.

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Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

American Journal of Speech-Language Pathology ◽

10.1044/1058-0360.0402.31 ◽

1995 ◽

Vol 4 (2) ◽

pp. 31-36 ◽

Cited By ~ 4

Author(s):

Joanne E. Roberts ◽

Elizabeth Crais ◽

Thomas Layton ◽

Linda Watson ◽

Debbie Reinhartsen

Keyword(s):

Early Childhood ◽

Early Intervention ◽

Intervention Program ◽

Graduate Program ◽

Master's Level ◽

Clinical Experiences ◽

Speech Language Pathology ◽

Early Intervention Program ◽

Language Pathology ◽

Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

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