Thesis - campus only access
Date of Award
Master of Science (MS)
Communication Sciences and Disorders
The purpose of this study was to investigate parental knowledge of speech, language, and hearing development in children before, immediately after, and three weeks following an informative presentation. The effectiveness of the presentation was also assessed. Participants were parents of children in two Head Start classrooms: a control group consisting of 12 parents and an experimental group consisting of 10 parents. The experimental group received a pre-presentation questionnaire followed by an informative presentation and then the post-presentation questionnaire. Three weeks later the experimental group completed a retention questionnaire. The control group completed the questionnaires the same way as the experimental group, though they were not exposed to the presentation material. When comparing the control group and experimental group score on the pre-presentation score, there was no statistically significant difference, indicating the groups were matched. When comparing the groups on the post-presentation and retention questionnaires, there was no statistically significant difference. On the effectiveness survey, the experimental group also indicated that the presentation was informative and beneficial. The results of this study indicated that an informative presentation can increase parental knowledge in the areas of speech, language, and hearing development in children. Further, the results of this study suggested that parental education programs in speech, language, and hearing development are not only needed, but they would be beneficial to those parents involved.
Gassmann, Kristen R., "Parental Knowledge of Speech, Language, and Hearing Development Before and After an Informative Presentation" (2006). Master's Theses. 2983.
Copyright 2006 Kristen R. Gassmann