Parental Training Program for the Development of Written Language in Children with Hearing Impairment

The family plays a central role in the social and educational inclusion of children with hearing impairment, acting as a transformative agent in their development. This study aimed to assess the effectiveness and validate the content of an intervention program featuring reading and writing strategies designed for families of children with hearing impairment aged 6 to 9 years. A mixed-methods research approach was employed, including a methodological study for the development and content validation of the program and a quasi-experimental intervention study. Eight families of children enrolled in a hearing habilitation service participated, divided into control and experimental groups matched by maternal education level and socioeconomic status. Additionally, 23 experts from different fields (health and education) validated the material using the Educational Content Validation Instrument for Health (IVCES). The intervention was conducted remotely, and families were characterized using the Home Environment Resources Inventory (RAF), sociodemographic data, and the children were assessed with the clinical protocols CONFIAS and TDE II. Family-child interaction was evaluated before, immediately after, and five months post-program, focusing on the skills of parents/caregivers. Furthermore, pre- and post-intervention questionnaires were administered to assess knowledge about reading and writing, and for participants in the experimental group, a session analysis form for each program session was completed. Quantitative and qualitative data analyses were performed. Content validation was assessed using ICC and Cronbach`s Alpha, revealing excellent agreement among the experts and high reliability of the instrument. Comparisons between control and experimental groups using the JT method indicated significant changes in the experimental group, with some variations in performance across the strategies selected as study variables. The study concluded that the validated Parental Training Program (PTP) is an effective tool for pediatric hearing rehabilitation services, fostering positive changes in family practices.

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