TY - JOUR
T1 - Supporting the social–emotional well-being of elementary school students who are deaf and hard of hearing
T2 - a pilot study
AU - Kishida, Yuriko
AU - Brennan-Jones, Christopher G.
AU - Runions, Kevin
AU - Vithiatharan, Rena
AU - Hancock, Kirsten
AU - Brown, Michelle
AU - Eikelboom, Robert H.
AU - Coffin, Juli
AU - Kickett-Tucker, Cheryl
AU - Li, Ian W.
AU - Epstein, Melanie
AU - Falconer, Sarah E.
AU - Cross, Donna
PY - 2022/10
Y1 - 2022/10
N2 - Purpose: Children who are Deaf and Hard of Hearing (DHH), their parents, Teachers of the Deaf, and other community stakeholders were involved in codesigning a web-based resource to support students’ social–emotional well-being. The resource was designed to provide families and teachers with strategies to enhance the social and emotional well-being of Grade 4–6 students who are DHH. This study reports outcomes of a pilot study of the web-based resource intervention. Method: A pre–post pilot study was conducted to quantitatively examine reported anxiety, well-being, social relationships, school experience, student– teacher relationship, and parent and teacher self-efficacy. A total of 37 students, their parents (n = 37), and their classroom teachers (n = 40) participated in the intervention program and were provided access to the resource. Results: In total, 19 students, 22 parents, and 17 teachers completed both preand postsurvey measures. Paired t tests revealed that there was a statistically significant increase in parents’ self-efficacy scores from pre-to posttest. Multivariate analysis of covariance revealed a significant association between parent use of the website and student-reported improved peer support and reduced school loneliness. No other statistically significant differences were found. Conclusions: The use of a web-based resource codeveloped with students who are DHH, their parents, and teachers could potentially be beneficial for the well-being of students who are DHH as well as parents’ self-efficacy. Further research is needed to confirm the benefits.
AB - Purpose: Children who are Deaf and Hard of Hearing (DHH), their parents, Teachers of the Deaf, and other community stakeholders were involved in codesigning a web-based resource to support students’ social–emotional well-being. The resource was designed to provide families and teachers with strategies to enhance the social and emotional well-being of Grade 4–6 students who are DHH. This study reports outcomes of a pilot study of the web-based resource intervention. Method: A pre–post pilot study was conducted to quantitatively examine reported anxiety, well-being, social relationships, school experience, student– teacher relationship, and parent and teacher self-efficacy. A total of 37 students, their parents (n = 37), and their classroom teachers (n = 40) participated in the intervention program and were provided access to the resource. Results: In total, 19 students, 22 parents, and 17 teachers completed both preand postsurvey measures. Paired t tests revealed that there was a statistically significant increase in parents’ self-efficacy scores from pre-to posttest. Multivariate analysis of covariance revealed a significant association between parent use of the website and student-reported improved peer support and reduced school loneliness. No other statistically significant differences were found. Conclusions: The use of a web-based resource codeveloped with students who are DHH, their parents, and teachers could potentially be beneficial for the well-being of students who are DHH as well as parents’ self-efficacy. Further research is needed to confirm the benefits.
UR - http://www.scopus.com/inward/record.url?scp=85139377997&partnerID=8YFLogxK
U2 - 10.1044/2022_LSHSS-21-00178
DO - 10.1044/2022_LSHSS-21-00178
M3 - Article
C2 - 35914020
AN - SCOPUS:85139377997
SN - 0161-1461
VL - 53
SP - 1037
EP - 1050
JO - Language, Speech, and Hearing Services in Schools
JF - Language, Speech, and Hearing Services in Schools
IS - 4
ER -