Effect of Navayesh Parent-Based Comprehensive Rehabilitation Program on the Development of Early Language and Communication Skills in Deaf Children Aged 0-2 Years

Abstract

Objective Early diagnosis and coherent rehabilitation programs play a key role in improving receptive and expressive language and communicational skills of deaf children. Communication with their parents could influence the development of languages and communication skills in these children. It is important to ensure parental involvement in the rehabilitation of deaf children as parent-therapists show the necessity for the provision of a comprehensive family-centered rehabilitation program along with the diagnosis of hearing loss and audiological and etiological evaluations. Materials & Methods This is an experimental study, with pre-test and post-test design. Sixty-two 0-2 years-old deaf children (30 girls and 32 boys), who either had undergone cochlear implant surgery or were candidates for cochlear implant surgery and had medical records at the Cochlear Implant Center in the Rasul Akram Hospital, were selected using purposive sampling. The subjects were then randomly divided into two groups (experimental and control groups). The subjects of the experimental group received the Navayesh parent-based comprehensive rehabilitation program in 18 group and individual sessions (6 group sessions and 12 individual sessions). To investigate early language and communication skills, the Ages and Stages Questionnaires, third edition, and the Communication and Symbolic Behavior Scales Developmental Profile were used. In addition, the Univariate and Multivariate Analysis of Covariance (MANCOVA) was used for the analysis of data. Results The findings of this study demonstrated that post-test average scores in communication skills increased in the experimental group compared to the control group with respect to pre-test (43.33). In addition, the MANCOVA results suggested that Navayesh comprehensive rehabilitation program was effective in increasing the scores in the areas of communication skills, expressive language, and symbolic behavior (P<0.001). Conclusion The results are indicative of the effect of the Navayesh parent-based comprehensive rehabilitation program on the development of early language and communication skills of deaf children. Therefore, it is recommended that this program should be used at rehabilitation centers for deaf children, aiming at training parents as the primary therapists of deaf children.

Rehabilitation of children with cochlear implant in Iran: A scoping review

“…Child rehabilitation should be designed to include all communication skills such as listening, speaking, perception, and language use. This program includes increased listening attention, comprehension, integration, and speech production ( 40 ).…”

Predicting Psychological Well-being Based on Psychosocial Factors in Deaf and Hard-of-hearing Adolescents

“…These rapid changes can lead to the emergence of various stressors that affect the well-being of adolescents [2]. The deaf and hard-of-hearing (DHH) child or adolescent in a family may affect all family members [3]. Deafness puts a person in a difficult place [4], while relationships with family members and DHH peers provide endless opportunities to learn how to resolve interpersonal, emotional, and social problems [5].…”

The Effect of Online Dialogic Parent-child Book Reading on Preverbal and Listening Skills of Deaf Children Under Three Years Old

“…Hard of hearing can create many problems in the child's development process, including academic, emotional-psychological, social, and occupational [1]. Nonetheless, these problems can be prevented by timely interventions and hearing rehabilitation, with a particular emphasis on auditory and language rehabilitation [2]. Acquiring listening and language skills hinges on certain times, called sensitive periods of speech, language, and listening skills development; it usually spans from birth to 3 years old, with continued learning occurring until five [4].…”

“…It emerges through interactions between a child and an adult in the first years of a child's life. Some preverbal skills include eye contact, joint attention, taking turns, pointing, and imitation [2]. Preverbal skills in children whose hearing loss was diagnosed at a young age and benefit from appropriate intervention and rehabilitation services grow faster than children who did not receive appropriate intervention services at a young age [2].…”

“…Some preverbal skills include eye contact, joint attention, taking turns, pointing, and imitation [2]. Preverbal skills in children whose hearing loss was diagnosed at a young age and benefit from appropriate intervention and rehabilitation services grow faster than children who did not receive appropriate intervention services at a young age [2]. Since 1970, family-oriented early intervention programs have been recognized as vital and effective strategies for rehabilitating deaf and hard-of-hearing children [13].…”