Parental self-efficacy and early language development in deaf and hard-of-hearing children

Abstract

Abstract This study examined the relationship between parental self-efficacy in parents of young deaf and hard-of-hearing (DHH) children and children’s spoken language skills. A retrospective within-subjects study design was used that included 24 mother–child dyads with DHH children. Parental self-efficacy was assessed using the Scale of Parental Involvement and Self-Efficacy–Revised. Children’s language abilities were assessed using the Preschool Language Scale–5th edition. Our data revealed no significant associations between global measures of parental self-efficacy and children’s auditory comprehension, expressive communication, and total language scores. However, positive correlations were found between child language skills and specific parents’ beliefs about their ability to support their child’s spoken language development, their ability to use strategies to help their child communicate, and their active involvement in intervention. Findings highlight the importance of examining discrete aspects of parental self-efficacy as it specifically relates to parents supporting their DHH child’s spoken language development. Future directions and implications are provided.