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Paternal and Coparenting Contributions to Pediatric Hearing Loss Outcomes

出版	Ohio State University, 2021
URL	http://books.google.com.hk/books?id=BgZazwEACAAJ&hl=&source=gbs_api

註釋Children who are deaf or hard-of-hearing (DHH) exhibit considerable variability in their spoken language and executive function (EF) outcomes, despite on-going improvements in sensory aid technology and public health policies that target early diagnosis and intervention. Maternal parenting cognitions and behaviors (e.g., the patterns of interactions and metacognitive processes involved in parenting) are robust predictors of at-risk outcomes in children who are DHH. However, only recently have pediatric researchers recognized that the dyadic relations between mothers and their children occur within the context, organization, and structure of a complex system: the family. Moreover, no models within the hearing sciences have consistently incorporated fathers within a family-systems perspective of child development, representing a critical barrier to understanding pediatric DHH outcomes variability. The Social-Behavioral-Risk model (SBR) of pediatric hearing loss recognizes that child development occurs within ecological and transactional contexts, and that at-risk outcomes are influenced by proximal relations within the family system. However, very little is known about the specific impacts that fathers have on developmental trajectories of children who are DHH. Even less in known about joint coparenting dimensions in families with children who are DHH and their associations with at-risk outcomes. This dissertation consists of four chapters, three of which represent individual manuscripts which examine different relations between paternal characteristics and at-risk DHH developmental domains in families with children with DHH or typical hearing (TH). Chapter 1 provides an introduction to this line of research and lays the foundation for the following three chapters. Chapter 2 examines attachment- and activation-based behaviors of fathers during play and presents evidence that both types of behaviors are associated with EF skills for both groups of children. In particular, fathers of DHH children appear to be appropriately responsive to their children’s working memory skills. Chapter 3 examines paternal linguistic quantity and quality during dyadic play. Results suggest that fathers of DHH children are sensitive to their children’s linguistic output and that paternal lexical diversity is associated with at-risk EF skills in DHH children. Finally, Chapter 4 examines parenting stress and self-efficacy for supporting language among fathers of DHH and TH children. Moderation effects of higher order coparenting cognitions were also explored. Greater paternal parenting stress in fathers was associated with poorer EF skills for children in general, particularly in families with more coparenting undermining and open conflict. Moreover, families exhibiting less open conflict might foster paternal self-efficacy when child EF is poor. Data from each chapter reveal that paternal characteristics are related to specific spoken language and EF outcomes for this pediatric population. Implications for paternal roles, the father-child play context, and mother-father-child relations in family-centered DHH intervention programs are discussed.