1. Supporting the Social-Emotional Well-Being of Elementary School Students Who Are Deaf and Hard of Hearing: A Pilot Study.
- Author
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Yuriko Kishida, Brennan-Jones, Christopher G., Runions, Kevin, Vithiatharan, Rena, Hancock, Kirsten, Brown, Michelle, Eikelboom, Robert H., Coffin, Juli, Kickett-Tucker, Cheryl, Li, Ian W., Epstein, Melanie, Falconer, Sarah E., and Cross, Donna
- Subjects
WELL-being ,PILOT projects ,TEACHER-student relationships ,SOCIAL support ,CLINICAL trials ,DEAFNESS ,INTERNET ,MULTIVARIATE analysis ,RESEARCH methodology ,MEDICAL care ,QUANTITATIVE research ,INTERVIEWING ,MENTAL health ,SATISFACTION ,PRE-tests & post-tests ,SELF-efficacy ,SURVEYS ,T-test (Statistics) ,HEARING disorders ,RESEARCH funding ,INTERPERSONAL relations ,TEACHERS ,LONELINESS ,STUDENTS ,ANALYSIS of covariance ,DESCRIPTIVE statistics ,PSYCHOLOGY of school children ,ANXIETY ,DATA analysis software ,PARENTS - Abstract
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. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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