Supporting the social-emotional well-being of elementary school students who are deaf and hard of hearing: A pilot study.
Supporting the social-emotional well-being of elementary school students who are deaf and hard of hearing: A pilot study.
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支持聋哑小学生的社会情感健康：一项试点研究。
DOI：
10.1044/2022_lshss-21-00178
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发表时间：
2022
期刊：
影响因子：
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通讯作者：
D.
中科院分区：
文献类型：
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作者：
Kishida;Y.;Brennan-Jones;C. G.;Runions;K.;Vithiatharan;R.;Hancock;K.;Brown;M.;Eikelboom;R. H.;Coffin;J.;Kickett-Tucker;C.;Li;I. W.;Epstein;M.;Falconer;S. E.;& Cross;D.
目的聋人和重听儿童（DHH），他们的父母，聋人教师和其他社区利益相关者参与共同设计一个基于网络的资源，以支持学生的社会情感健康。该资源旨在为家庭和教师提供策略，以提高4-6年级DHH学生的社会和情感健康。本研究报告的基于网络的资源intervention.MethodA前-后试点研究的结果进行了定量研究报告的焦虑，幸福感，社会关系，学校的经验，师生关系，家长和教师的自我效能感。共有37名学生、他们的家长（n= 37）和他们的班主任（n= 40）参与了干预计划，并获得了资源。结果共有19名学生、22名家长和17名教师完成了调查前和调查后的措施。配对测验显示，父母自我效能感的得分从前测到后测有显著的增加。多变量协方差分析显示，家长使用的网站和学生报告改善同伴支持和减少学校孤独感之间存在显着关联。没有其他统计学上的显着差异被发现。ConclusionsThe使用基于网络的资源共同开发的学生谁是DHH，他们的父母，和教师可能是有益的幸福的学生是DHH以及父母的自我效能。需要进一步的研究来证实这些好处。
PurposeChildren who are Deaf and Hard of Hearing (DHH), their parents, Teachers of the Deaf, and other community stakeholders were involved in co-designing 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.MethodA 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.ResultsIn total, 19 students, 22 parents, and 17 teachers completed both pre- and postsurvey measures. Pairedttests 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.ConclusionsThe 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.