Date of Award

5-2014

Degree Type

Thesis

Degree Name

Master of Science (MS)

Department

Communicative Disorders and Deaf Education

Committee Chair(s)

Kristina Blaiser

Committee

Kristina Blaiser

Committee

Karen Munoz

Committee

Marge Edwards

Committee

Lisa Boyce

Abstract

Early parent-child interactions are a critical part of typical speech and language development. These interactions can be negatively affected if the child is diagnosed with a hearing loss. Therefore, a primary goal of early intervention services, especially if the family has a child with hearing loss, is to support parent-child communication development. However, access to an early interventionist with specialized experience with children who are deaf/hard-of-hearing (DHH) may not always be an option due to increase demand for services or the location of the family. Recently, there has been growing support from professional organizations for the use of tele-intervention (TI) as a method of delivering services to families that do not have access to a specialized provider on a regular basis. The purpose of this paper is to determine the viability of TI on parent-child interactions compared to in-person intervention. Eight videos were independently scored using the Home Visit Rating Scale – Adapted and Extended (HOVRS-A+) (Roggman, et al., 2010). Home visits through TI were rated higher on 6 of the 7 HOVRS-A+ scales, with an average of 0.6 of 7 points higher in favor of the TI group. The difference between the TI and comparison groups on the Parent Engagement during Home Visit scale was statistically significant (p < .05). Results indicate that TI shows promise in supporting coaching and parent-child interaction. Therefore, replication with a larger sample size is warranted.

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