All Theses, Dissertations, and Capstone Projects

Year of Award

2022

Degree

Doctor of Education (EdD)

College

College of Education & Allied Health

Degree Program

Collaborative High Impact Instruction

Department

Education and Special Education

First Advisor

Dr. Jamie Doronkin

Second Advisor

Sarah Huisman

Third Advisor

Jenna Voss

Keywords

Early intervention, Caregiver engagement, Provider identity, Deaf, Hard of hearing

Abstract

The central question for this mixed-method research study was to examine whether caregiver engagement in early intervention for deaf or hard of hearing children is influenced by provider identity. Provider identity, in this research study, specifically examined the following personal identity variables: race, ethnicity, income, marital/partnership status, having children, education level, and the providers’ language. This mixed-methods research study examined if caregiver engagement is influenced by provider identity. This study utilized an electronic survey which included caregiver demographic information, provider demographic information based on the caregiver’s perception, and the Scale of Parental Involvement and Self-Efficacy-Revised (SPISE-R) (Ambrose, Appenzeller, & DesJardin, 2019). The background demographic information for the caregiver and the provider offered context on identity variables. The SPISE-R was utilized as a proxy to measure perceived caregiver engagement. Data from the electronic demographic survey were connected to determine caregiver respondents to be interviewed for the qualitative portion of the research study. Data analysis confirmed engagement was impacted when there was a language mismatch between the caregiver and provider, but race and culture did not impact caregiver engagement in this study.

Document Type

Open Access Dissertation

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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