[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-174947-105":3,"detail-sidebar-cat-1-en-105":85,"doc-detail-174947-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":78,"head_meta":80,"extra_data":82,"updated_unix":84},105,"en","a-systematic-scoping-review-of-early-interventions-for-parents-of-deaf-infants","A Systematic Scoping Review of Early Interventions for Parents of Deaf Infants","","Early support for parents of deaf infants is important in the UK, where most deaf children are born to hearing parents and resources for specialist help can vary by locality. This systematic scoping review summarizes evidence on early intervention approaches designed for parents following universal newborn hearing screening. From 5577 records, 54 studies met inclusion criteria, including group and individual sessions in diverse settings and limited randomized controlled trials. The review highlights low study quality, common focus areas (language/communication and parenting skills), and gaps such as the lack of interventions targeting parents’ support for socio-emotional development.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/general/","General",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/a-systematic-scoping-review-of-early-interventions-for-parents-of-deaf-infants/174947/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/a-systematic-scoping-review-of-early-interventions-for-parents-of-deaf-infants/174947.png","ImageObject",442,249,{"name":42,"@type":43},"Liam","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-09-27","2026-09-02",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69,73],{"name":60,"@type":61,"acceptedAnswer":62},"Why does the review focus on parents of deaf infants in particular?","Question",{"text":63,"@type":64},"Most deaf children in the UK are born to hearing parents who may not be prepared for a deaf child, and they can need specialized guidance. Early detection does not guarantee consistent intervention support across localities, creating a need to map available evidence for parent-focused interventions.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were studies selected and assessed in the review?",{"text":68,"@type":64},"The review screened 5577 records, with 54 studies meeting inclusion criteria. Two reviewers conducted screening in three rounds, then completed data extraction and quality assessment, including an assessment of risk of bias.",{"name":70,"@type":61,"acceptedAnswer":71},"What types of parent support interventions were identified, and what patterns emerged?",{"text":72,"@type":64},"Interventions included group and individual sessions across multiple settings, including online, and were led by different professionals. Common outcomes targeted infant language and communication, followed by parental knowledge and skills, parental wellbeing, and parent/child relationship.",{"name":74,"@type":61,"acceptedAnswer":75},"What major gap did the review find in existing research?",{"text":76,"@type":64},"The review found no interventions that specifically focused on parent support to understand or nurture a child’s socio-emotional development. It also noted few UK studies and generally low-quality or non-recent evidence, indicating an urgent need for further research.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},174947,1788317521,{"code":4,"msg":86,"data":87},"success",[88,93,98,103,108,113,118,123,128],{"id":89,"doc_module":22,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},11,"Presentations",90,"presentations",{"id":94,"doc_module":22,"doc_module_name":25,"category_name":95,"show_sort_weight":96,"slug":97},12,"Resumes",80,"resumes",{"id":99,"doc_module":22,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},14,"Invoices",70,"invoices",{"id":104,"doc_module":22,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},15,"Posters",60,"posters",{"id":109,"doc_module":22,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},16,"Social Media",50,"social-media",{"id":114,"doc_module":22,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},17,"Forms",40,"forms",{"id":119,"doc_module":22,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},18,"Letters",30,"letters",{"id":124,"doc_module":22,"doc_module_name":25,"category_name":125,"show_sort_weight":126,"slug":127},21,"Paper Templates",5,"papers-templates",{"id":129,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":4,"slug":130},158,"general-158",{"code":4,"msg":86,"data":132},{"doc_id":83,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":22,"category_id":129,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":84,"read_time":114},8796095461564,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","A Systematic Scoping Review of Early Interventions for Parents of Deaf Infants\nWright, B1, Hargate, R1; Garside, M*1; Carr, G2; Wakefield, T3; Swanwick, R4; Noon, I3; Simpson, P5\n* Corresponding Author\n1 Leeds and York Partnership NHS Foundation Trust, COMIC Research, IT Centre, Science Park, University of York, Innovation Way, Heslington, York, YO10 5NP\n2 The University College London Ear Institute, 332 Grays Inn Rd, London, WC1X 8EE\n3 National Deaf Childrens Society, Ground Floor South, Castle House 37– 45 Paul Street, London, EC2A 4LS\n4 Hillary Place, University of Leeds, Woodhouse, Leeds LS2 9JT\n5 British Association of Teachers of the Deaf, 21, Keating Close, Rochester, ME1 1EQ\nAbstract\nBackground\nOver 90% of the 50,000 deaf children in the UK have hearing parents, many of whom were not expecting a deaf child and may require specialist support. Deaf children can experience poorer long-term outcomes than hearing children across a range of domains. After early detection by the Universal Newborn Hearing Screening Programme, parents in the UK receive support from Qualified Teachers of the Deaf and audiologists but resources are tight and intervention support can vary by locality. There are challenges faced due to a lack of clarity around what specific parenting support interventions are most helpful.\nMethods\nThe aim of this research was to complete a systematic scoping review of the evidence to identify early support interventions for parents of deaf infants. From 5577 identified records, 54 met inclusion criteria. Two reviewers screened papers through three rounds before completing data extraction and quality assessment.\nResults\nIdentified parent support interventions included both group and individual sessions in various settings (including online). They were led by a range of professionals and targeted various outcomes. Internationally there were only five randomised controlled trials. Other designs included non-randomised comparison groups, pre / post and other designs e.g. longitudinal, qualitative and case studies. Quality assessment showed few high quality studies with most having some concerns over risk of bias.\nConclusion\nInterventions commonly focused on infant language and communication followed by parental knowledge and skills; parent wellbeing and empowerment; and parent/child relationship. There were no interventions that focused specifically on parent support to understand or nurture child socio-emotional development despite this being a well-established area of poor outcome for deaf children. There were few UK studies and research generally was not of high quality. Many studies were not recent and so not in the context of recent healthcare advances. Further research in this area is urgently needed to help develop evidence based early interventions.\nKey Words\nDeaf; Early intervention; Newborn Hearing Screening; Parents; Parent support intervention;\u000f\nBackground\nDeaf children and current outcomes\nThe World Health Organisation (WHO) reports that around 34 million children worldwide are deaf (>40 decibels hearing loss (dBHL) in the better hearing ear) (WHO, 2020). The Consortium for Research into Deaf Education (CRIDE) survey estimated that there are at least 53,954 deaf (all levels of deafness, from mild to profound) children from birth up to the age of 19 years 11months in the UK (CRIDE, 2019). Over 90% of deaf children in the UK are born to hearing parents, most of whom were not expecting a deaf child (Moores, 2001; Mitchell & Karchmer, 2004) and whom may require specialist support and advice. \u000b\u000bThere is a body of evidence that a significant number of deaf children experience poorer outcomes than hearing children, in terms of educational attainment (NDCS, 2019), social domains (Roland et al, 2016) as well as poorer long term outcomes including increased unemployment (Action on Hearing Loss, 2015). Being deaf can have a range of impacts for both the child and their family (Eleweke et al, 2008) including auditory,","cbCaiaOTRbwSTM96","https://ap.wps.com/l/cbCaiaOTRbwSTM96","docx",99812,49,"English","# Abstract\n## Background\n## Methods\n## Results\n## Conclusion\n# Background\n## Deaf children and current outcomes\n## Social emotional development","[{\"question\":\"Why does the review focus on parents of deaf infants in particular?\",\"answer\":\"Most deaf children in the UK are born to hearing parents who may not be prepared for a deaf child, and they can need specialized guidance. Early detection does not guarantee consistent intervention support across localities, creating a need to map available evidence for parent-focused interventions.\"},{\"question\":\"How were studies selected and assessed in the review?\",\"answer\":\"The review screened 5577 records, with 54 studies meeting inclusion criteria. Two reviewers conducted screening in three rounds, then completed data extraction and quality assessment, including an assessment of risk of bias.\"},{\"question\":\"What types of parent support interventions were identified, and what patterns emerged?\",\"answer\":\"Interventions included group and individual sessions across multiple settings, including online, and were led by different professionals. Common outcomes targeted infant language and communication, followed by parental knowledge and skills, parental wellbeing, and parent/child relationship.\"},{\"question\":\"What major gap did the review find in existing research?\",\"answer\":\"The review found no interventions that specifically focused on parent support to understand or nurture a child’s socio-emotional development. It also noted few UK studies and generally low-quality or non-recent evidence, indicating an urgent need for further research.\"}]","A Systematic Scoping Review of Early Interventions for Parents of Deaf Infants | DOCX"]