Yael Bat-Chava

Barriers to HIV/AIDS knowledge and prevention among deaf and hard of hearing people.

Abstract This study investigated knowledge about HIV/AIDS and barriers to HIV/AIDS education and prevention among deaf and hard of hearing people. Focus groups and individual interviews were used to elicit information from various groups of people with a hearing loss in different regions of New York State. Themes elicited in the interviews suggested that deaf sign language users are less knowledgeable about HIV/AIDS than oral deaf and hard of hearing participants, and that deaf adolescents have more knowledge than deaf adults. These findings likely reflect differences in levels of education and English proficiency. In addition, participants living in urban areas and in sizeable deaf communities are more exposed to information about HIV/AIDS than other participants. All participants reported difficulties in communication with medical providers, limiting their access to health information and proper medical care. Recommendations for the design and dissemination of educational materials and greater access to services for deaf and hard of hearing people are provided.

Peer Relationships of Deaf Children with Cochlear Implants: Predictors of Peer Entry and Peer Interaction Success

This study investigated factors that affect the development of positive peer relationships among deaf children with cochlear implants. Ten 5- to 6-year-old deaf children with implants were observed under conditions varying peer context difficulty in a Peer Entry task. Results revealed better outcomes for deaf children interacting in one-on-one situations compared to interactions including two other hearing children and better performance among girls than boys. In addition, longer duration of implant use and higher self-esteem were associated with better performance on the Peer Task, which was in turn related to parental reports of childrens social functioning outside the experimental situation. These findings contribute to the growing literature describing the benefits of cochlear implantation in the areas of communication and socialization, while pointing to interventions that may enhance deaf childrens social competence.

Psychometric validity of the Cochlear Implant Function Index (CIFI): a quality of life assessment tool for adult cochlear implant users

Abstract Objective The Cochlear Implant Function Index (CIFI) is created to assess adult cochlear implant (CI) auditory effectiveness in real world situations. Our objective is to evaluate the CIFI as a reliable psychometric tool to assess 1) reliance on visual assistance, 2) telephone use, 3) communication at work, 4) ‘hearing’ in noise, 5) in groups, and 6) in large room settings. Study Design Based upon Guttman scaling properties, the CIFI elicits implanted respondents functional level with auditory independence from Level 1 (still requiring signing) to level 4 (without any help beyond CI). A blinded, retrospective questionnaire is anonymously answered by cochlear implant recipients. Setting CI centers of tertiary care medical centers, CI support group, and an interactive web page of a hearing and speech center in a large metropolitan region. Subjects 245 respondents from a varied adult CI population implanted for one month to 19 years prior to answering the questionnaire. Intervention An assessment tool of CI function. Main Outcome Measure A coefficient of reproducibility (CR) for the Guttman scale format equal or greater than 0.90, indicating good scalability. Results CR in the CIFI was above 0.90. Effective scalability and mean scores from 2.5 to 3.5 for the six areas examined (1.00−4.00) were achieved. Conclusion The psychometric properties of this user friendly survey demonstrate consistently good scalability. Based on these findings, the CIFI provides a validated tool that can be used for systematic comparisons between groups of patients or for follow-up outcomes in patients who use cochlear implants. Further study is indicated to correlate CIFI scores with sound and speech perception scores. Copyright

Training School Personnel to Facilitate a Family Intervention to Prevent Conduct Problems

This study evaluates school personnel perceptions, knowledge, and behaviors before and after a 36-hr training program designed to prepare early childhood school personnel for implementation of an after-school family preventive intervention for conduct problems. Participants were 40 female school personnel (22 professionals and 18 paraprofessionals). Research Findings: Participation and satisfaction with the training program were high. Before training, school personnel responded correctly to 53% to 66% of knowledge questions and indicated that they would be “somewhat comfortable to comfortable” in facilitating the after-school groups with families. Before training, professionals had greater knowledge than paraprofessionals; there was no difference in initial comfort level by professional status. Trainees made substantial gains in knowledge related to cognitive–behavioral strategies for preschoolers, program philosophy, and group facilitation skills, responding correctly to 69% to 77% of questions. These large effects on knowledge were not moderated by professional status. There were no significant changes in comfort level. Gains in knowledge in cognitive–behavioral strategies generalized over time (5 months) but not across contexts (into the classroom). Practice or Policy: This study provides preliminary evidence for the feasibility and potential efficacy of a training program to prepare early childhood school personnel to implement an after-school family preventive intervention for conduct problems.

Long‐term improvements in oral communication skills and quality of peer relations in children with cochlear implants: parental testimony

BACKGROUND Few research studies have examined longitudinal improvements in oral communication skills and quality of peer relationships of children with implants. Moreover, although the emerging literature suggests that improvement in social functioning follows improvement in oral communication, it is still unknown what factors enhance or impede the relations between these constructs. METHODS Based on parent interviews, the current study examined the long-term improvements in speech and oral language skills and relationships with hearing peers in 19 implanted children. RESULTS Results demonstrate that on average, children continue to improve in oral communication skills and quality of peer relationships even years after implantation, especially those with initial poorer skills. While oral communication ability and quality of peer relationships are strongly associated at each time point, gains in these two variables are associated only for some of the children. Other factors, including self-confidence and peer acceptance, seem to moderate this relationship. Qualitative data are presented to illustrate these relations among variables and to assist in theory building. CONCLUSIONS The results highlight the need for more specific examination of various developmental periods in combination with the progress of oral communication and peer relationships among children with implants.