Revised Conceptual Framework of Parent-to-Parent Support for Parents of Children Who Are Deaf or Hard of Hearing: A Modified Delphi Study

Henderson, R. H.; Johnson, Andrew M.; Moodie, Sheila

doi:10.1044/2016_aja-15-0059

Cited by 15 publications

(7 citation statements)

References 54 publications

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“…In contrast, our study aimed to elicit KM factors most relevant to key stakeholder groups through agreement and consensus building by experts. The consensus building focus is one of the key strong points of Delphi studies (Henderson et al, 2016). Similarly, traditional quantitative surveys are limited in gathering iterative feedback and seeking consensus, and therefore not suited for our study.…”

Section: Methodsmentioning

confidence: 99%

“…The Delphi study approach has been used in many comparable study settings (Bagheri et al, 2017; Fletcher & Marchildon, 2014; Henderson et al, 2016). Compared to other approaches such as grounded theory, phenomenology, constructivist inquiry, narrative inquiry, and surveys, the Delphi method is low cost, easy to use, enables access to a sample of geographically dispersed experts, emphasizes consensus building, and provide a pragmatic way to develop theories and models that are testable in subsequent studies (Brady, 2015).…”

Section: Methodsmentioning

confidence: 99%

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A multi‐stakeholder engagement framework for knowledge management in ICT4D

Thomas

Yan

Diango

et al. 2022

Asso for Info Science & Tech

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Knowledge management (KM) is increasingly important to the field of information and communication technologies for development (ICT4D). Yet, scant literature has addressed KM in the ICT4D context. This study takes an important step toward addressing this gap by conceptualizing KM in the context of ICT4D based on the people‐process‐technology perspective. To elicit KM factors most relevant to ICT4D, a Delphi study is conducted with a panel of experts representing three key stakeholder groups (beneficiaries, partners, and designers) with cumulative experience of leading ICT4D projects in 25 countries. Based on the Delphi study findings, 16 factors relevant to KM in ICT4D are synthesized. A multi‐stakeholder engagement framework for KM in ICT4D and an activity checklist are proposed. The study contributes to the body of knowledge by providing insights into the differing views of stakeholders related to KM practices in ICT4D projects. Practitioners may find the framework and checklist useful in coordinating and managing KM in ICT4D projects. As development initiatives become increasingly knowledge focused, the study calls upon researchers for more enquiry in this progressive area of study.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

A multi‐stakeholder engagement framework for knowledge management in ICT4D

Thomas

Yan

Diango

et al. 2022

Asso for Info Science & Tech

View full text Add to dashboard Cite

show abstract

“…To our knowledge, there are currently no validated tools that could measure these types of Environmental outcomes associated with speech-language pathology interventions. The development of a field-specific quantitative measure may be an important future research direction, given that group and professional supports have been identified as important in multiple studies on MTW (Denusik et al, 2023; Garnett et al, 2022b; Patterson & Smith, 2011 ) as well as more generally in research on providing child- and family-centered care ( Henderson et al, 2016 ).…”

Section: Discussionmentioning

confidence: 99%

“We were the best people to do the job”: Caregivers’ reported outcomes of a virtual caregiver-delivered program for autistic preschoolers

Denusik,

Glista,

Servais

et al. 2024

Autism & Developmental Language Impairments

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Background and aims Caregiver-delivered programs are a recommended best practice to support young autistic children. While research has extensively explored children's outcomes quantitatively, minimal qualitative research has been conducted to understand caregivers’ perspectives of program outcomes for themselves and their children. Hearing directly from caregivers is an important step in ensuring these programs are meeting the needs of those who use them. This study explored caregivers’ perceived outcomes following one virtual caregiver-delivered program, The Hanen Centre's More Than Words® (MTW) program . Methods This study was a secondary analysis of data from individual interviews conducted with 21 caregivers who had recently participated in a virtual MTW program. A hybrid codebook thematic analysis approach was taken to analyze the interview data. Program outcomes were coded and analyzed within the International Classification Functioning, Disability, and Health (ICF) framework. Additionally, caregivers completed an online survey and rated Likert Scale items about perceived program outcomes, which were analyzed descriptively. Results Five themes were identified: (1) caregivers learned new strategies to facilitate their child's development, (2) caregivers developed a new mindset, (3) children gained functional communication skills, (4) caregiver–child relationships improved, and (5) caregivers gained a social and professional support network. These themes fell within four of five ICF framework components (activities, participation, personal factors, and environmental factors). No themes were identified under Body Structures and Functions. Survey results indicated most caregivers reported learning new communication strategies ( n = 20, 95%), and identifying new teaching opportunities with their child ( n = 21, 100%). Conclusions Some reported outcomes, related to Activities and Participation, were consistent with previous reports in the literature on the MTW program. In line with previous research, caregivers learned strategies to support their child's communication development. Contrary to previous quantitative studies, caregivers in this study rarely commented on gains in vocabulary and instead focused on gains in skills that positively impacted their child's ability to engage in meaningful social interaction. Novel outcomes were identified within the Participation, Personal Factors, and Environmental Factors components of the ICF framework. Implications Caregivers in this study identified important outcomes for themselves and their child that have not been the focus of prior research, suggesting it is important to integrate their perspectives in the development and evaluation of caregiver-delivered programs. Clinicians should include goals that address outcomes identified as important by caregivers, including those that address children's Participation, and those that target caregivers’ Personal and Environmental Factors. Developers of caregiver-delivered programs could integrate identified goals to ensure they are meeting families’ needs.

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“…The families in this study, all of whom participated in family-centered EI, articulated a sense of empowerment and advocacy in a variety of instances ranging from fighting for funding for their child’s hearing equipment to making sure they had access to their desired center-based program. Similar to Henderson et al (2016), the parents who participated in this study also involved themselves in informal networks (e.g., joining Facebook groups, and connecting with families in their religious communities) that extended their information gathering beyond their formal EI sessions at the center. This highlights the importance of community-building and community-extending, both within the family-centered EI program and beyond.…”

Section: Discussionmentioning

confidence: 99%

“…The opportunity to build relationships among families with children at similar stages of development is a central tenet of EI, particularly when it takes place in group settings, such as center-based programs. Parents who participate in both formal support groups and informal networking with other parents of DHH children often report a feeling of empowerment beyond that provided during individual EI sessions (Henderson et al, 2016). Connections to other parents may provide families with assistance in navigating EI systems, transitioning between EI and preschool services, and advocating for high-quality EI providers.…”

Section: Family-centered Early Interventionmentioning

confidence: 99%

Parents’ Perspectives of Center-Based Early Intervention Services for Deaf/Hard of Hearing Children

Rufsvold

Smolen

Hartman

et al. 2023

Journal of Early Intervention

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Parents of children who are newly identified as deaf or hard of hearing (DHH) face many decisions surrounding communication and intervention, including where to receive early intervention (EI) services. This study explored the experiences and perspectives of parents of DHH children enrolled in a center-based, family-centered EI program focused on developing listening and spoken language in California. Seventeen families participated in biannual focus groups following a semi-structured interview protocol that focused on parental decision-making and experiences receiving center-based services. Qualitative thematic analysis was used to code transcripts of the focus groups. The data coalesced around three main themes: (a) a variety of influences on technology and communication decisions, (b) the value of center-based services, and (c) a sense of empowerment and drive for advocacy. Caregivers particularly valued connections to other families of DHH children and the expertise of center-based EI providers as they navigated the first few years following identification.

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Revised Conceptual Framework of Parent-to-Parent Support for Parents of Children Who Are Deaf or Hard of Hearing: A Modified Delphi Study

Abstract: The findings from this dual-stage scoping review and electronic Delphi study provide a conceptual framework that defines the vital contribution of parents in Early Hearing Detection and Intervention programs that will be a useful addition to these programs.

Cited by 15 publications

References 54 publications

A multi‐stakeholder engagement framework for knowledge management in ICT4D

A multi‐stakeholder engagement framework for knowledge management in ICT4D

“We were the best people to do the job”: Caregivers’ reported outcomes of a virtual caregiver-delivered program for autistic preschoolers

Parents’ Perspectives of Center-Based Early Intervention Services for Deaf/Hard of Hearing Children

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