|School:||School of Human Services and Sciences|
|Start date:||October 2018|
Deaf and hard of hearing communities experience barriers to obtaining fully accessible and affirmative mental health care services. These barriers include limited research on the efficacy of mental health treatments and outcomes of clinical services with individuals who are deaf and hard of hearing and lead to the disparity in the number of deaf and hard of hearing individuals who are able to obtain culturally and linguistically affirmative mental health services. Parent-Child Interaction Therapy (PCIT) is one of the few interventions that has been adapted for and studied with diverse deaf and hard of hearing families. Post-treatment outcomes from a small sample of clinically-referred families include an increase in parenting skills, a reduction in disruptive child behaviors, and overall parental treatment satisfaction.
Costa, E.A., Day, L., Caverly, C., Mellon, N. Ottley, S., Ouellette, M. (2019). PCIT as a behavior and spoken language intervention for young children with hearing loss. Language, Speech, and Hearing Services in Schools.
Day, L.A., Bruce, S., & Cappetta, K. (2019, June). Identifying the Evidence Behind Effective Discipline Strategies: Lessons Learned from Parent-Child Interaction Therapy. Presentation accepted for the 2019 ADARA and AMPHL National Conference, Baltimore, MD.
Cappetta, K., Previ, D., & Day, L. (2020). An Examination of the Dyadic Parent-Child Interaction Coding System (DPICS) in American Sign Language, Poster session presented at the 2020 American Psychological Association Convention, Washington, DC
Day, L.A. (2019, October). Evidence-Based Practices for Whom? Lessons Learned from Parent-Child Interaction Therapy. Presented at The Mental Health Conference, Natick, MA.