The Effectiveness of Online Dialogic Storytelling on Vocabulary Skills of Hard of Hearing Children

Rezaiyan, Farzane; Movallali, Guita; Adibsereshki, Narges; Bakhshi, Enayatollah

doi:10.32598/irj.18.3.949.1

Cited by 5 publications

(3 citation statements)

References 52 publications

(65 reference statements)

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“…In their study, Rezaiyan et al demonstrated that hard-of-hearing children's vocabulary, picture comprehension, and oral vocabulary skills improved significantly after participating in online dialogic storytelling sessions. This research reaffirms the effectiveness of dialogue-based methods, including mother-child dialogic storytelling of hard-of-hearing children [20].…”

Section: Discussionsupporting

confidence: 70%

“…Although we could not find similar studies to the present research, some studies investigated the effectiveness of early interventions, including book reading and storytelling programs, on children in preschool and school ages. Among them, we can mention the studies conducted by Greenhut and Beyer [6], Rezaiyan et al [20], and Kaderavek et al [7].…”

Section: Discussionmentioning

confidence: 99%

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

Razmi,

Movallali,

Zarifian

et al. 2023

jrehab

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Objective Deafness is one of the most complex sensory disorders that leads to a major decline in auditory (listening) and preverbal skills. Research shows that reading books has provided patterns of communication and preverbal skills to deaf children. This study was conducted to investigate the effect of online dialogic parent-child book reading on the preverbal and listening skills of deaf children under three years old. Materials & MethodsThis research was a one-group quasi-experimental study with a pre-test-post-test design. The study sample comprised 10 hearing parents with their deaf children under 3 years old who were members of the Deaf Family Association of Iran and the Deaf Center of Iran. First, the parents and their qualified children were purposefully identified (based on inclusion criteria). Then, from all the people who met the study criteria, the people who declared their readiness to participate were selected as study samples. Before starting the online dialogic parent-child book reading program, the preverbal skills test (pointing, joint attention, imitation, and take turns) and listening skills (little ears) were administered as a pre-test. Online reading sessions were held for 20 sessions, three days a week. Parents went online at a specific time (10 AM on Saturdays, Mondays, and Wednesdays). Each day a book with pictures and story-related content, book descriptions, questions, and more was posted in the WhatsApp group. After the online dialogic parent-child book reading program, the test of preverbal and listening skills (little ears) was performed as a post-test for the sample group. The paired t-test was used to analyze the obtained data. ResultsThe results of this study showed that the online dialogic parent-child book reading program caused a significant increase (P<0.005) in the post-test preverbal skills test score (imitation, joint attention, pointing and take turns) and listening skills (P<0.005) compared with the pre-test score of the sample group. Conclusion Dialogic parent-child book reading is one of the parent-centered programs that is benefecial for deaf toddlers. The results showed the applicability of dialogic parent-child book reading in improving the listening and preverbal skills of deaf children.

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Section: Discussionsupporting

confidence: 70%

Section: Discussionmentioning

confidence: 99%

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

Razmi,

Movallali,

Zarifian

et al. 2023

jrehab

View full text Add to dashboard Cite

show abstract

“…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].…”

Section: Introductionmentioning

confidence: 99%

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

Ashori,

Rashidi

2024

Iranian Rehabilitation Journal

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Objectives: Deaf and hard-of-hearing (DHH) people experience a variety of psychological distress. The quality of life (QoL), health, stress, anxiety, and depression in DHH adolescents can affect their psychological well-being. This study aimed to predict psychological well-being based on psychosocial factors in DHH adolescents.Methods: A total of 120 DHH adolescents participated in the current cross-sectional study. Adolescents were chosen through a convenient sampling method from secondary deaf schools in Isfahan, Iran in 2020. These adolescents were assessed with the KIDSCREEN-27 healthrelated QoL questionnaire, youth QoL instrument-deaf and hard of hearing (YQOL-DHH), and depression, anxiety, stress scales (DASS-21).Results: Perceived stigma, stress, anxiety, and depression had a significant and negative relationship with psychological well-being, while self-advocacy/acceptance, participation, physical well-being, social support, school environment, and parent relations had a significant and positive relationship with the psychological well-being of DHH adolescents. These variables predicted 89% of the psychological well-being of these adolescents.Discussion: Findings suggest that the QoL, health, stress, anxiety, and depression were significant predictors of the well-being of DHH adolescents.

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Identifying data elements and key features to design a telerehabilitation system for speech and language disorders in children with hearing impairments in Iran: A cross‐sectional study

Ebrahimi,

Zakerabbasali,

Oryadi

et al. 2024

Health Science Reports

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Background and AimsDesigning and implementing telerehabilitation systems would require the identification of data elements to meet disabled people's needs. An in‐depth study on the identification and validation of data elements can help design and implement telerehabilitation systems successfully. Therefore, this study aimed to identify and validate data elements to design a telerehabilitation system for the speech and language disorders of hearing‐impaired children in Iran.MethodsThis descriptive cross‐sectional study was conducted in three steps including literature review, focused group discussion, and Delphi technique implementation to extract and validate data elements. In the first step, the literature on electronic databases was reviewed to extract the data elements of telerehabilitation systems, and nine studies were selected based on the inclusion criteria. In the second step, a focused group discussion was held to review and classify the extracted data elements. Finally, the Delphi technique was employed to validate the drafted data elements.ResultsIn total, 352 data elements were extracted from the literature review. Finally, 102 data elements in 10 categories (Demographic and Clinical information of the disabled person, Clinical history, Demographic information of the provider, Customization of exercises, Reminders, Online and offline counseling, and training, Reporting, Key features of the system, Evaluation of the progress of the disabled person) were classified and validated by experts as essential data elements to design a telerehabilitation system for the speech and language disorders of hearing‐impaired children.ConclusionsThe necessary data elements were proposed as the foundations to design a telerehabilitation system for the speech and language disorders of hearing‐impaired children. These data elements help design and implement telerehabilitation systems successfully so that such systems can easily be provided for children with hearing disabilities.

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The Effectiveness of Online Dialogic Storytelling on Vocabulary Skills of Hard of Hearing Children

Cited by 5 publications

References 52 publications

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

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

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

Identifying data elements and key features to design a telerehabilitation system for speech and language disorders in children with hearing impairments in Iran: A cross‐sectional study

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