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Family Perspectives on Cochlear Implants Table 1. Complete List of Likert Items with Responses a No/Strongly Disagree Neither Agree or Disagree Disagree Yes/Strongly Agree Agree Survey Item It was easy to get a referral from my child’s doctor to the implant center. 38 15 3 3 0 We had to seek a cochlear implant for my child from more than one implant center before we received approval. 3 5 1 13 38 We experienced problems or difficulty with our insurance (or Medicaid). 5 6 3 12 32 The whole process of implantation is still stressful. 11 10 6 14 14 The process of getting an implant for my child was no more intrusive in our family life than expected. 13 24 6 12 3 If I knew what I know now, at the time I was deciding whether to proceed with implantation for my child, I would make the same decision again. 40 11 4 1 3 I have noticed my child attending to common sounds in our home (e.g., water running, appliances, dog barking, telephone ringing) since receiving the implant. 29 15 4 5 7 My child now responds to feelings expressed through vocal inflections that he or she did not seem to notice before (e.g., excitement, anger). 22 18 7 4 9 Since receiving the implant, I have noticed my child using spoken language a lot more. 13 9 5 13 19 My child now participates in conversations during family mealtimes. 9 9 8 11 22 Progress during the first few months after my child received the implant seemed very slow. 21 19 8 11 1 We are considering bilateral implants for our child or our child has already received bilateral implants. 16 7 10 8 18 We have trouble keeping the implant on our child because of his or her motor disabilities (e.g., cerebral palsy). 14 7 6 11 21 We have trouble keeping the implant on our child because he or she frequently pulls it off on purpose. 11 13 5 5 25 84 | AER Journal: Research and Practice in Visual Impairment and Blindness
Table 1. Continued No/Strongly Disagree Neither Agree or Disagree Disagree Yes/Strongly Agree Agree Survey Item Family Perspectives on Cochlear Implants My child pulls the implant off only in certain settings. 11 13 5 5 25 My child enjoys wearing the implant. 27 11 15 5 1 Progress after implantation has exceeded my expectations. 19 5 13 10 11 Since receiving the implant, my child now entertains himself or herself listening to music, watching television, or playing games more often. 22 15 3 6 14 My child is less socially isolated since receiving the cochlear implant. 12 14 14 8 11 My child’s overall behavior has improved since receiving the implant. 13 18 21 5 3 My child is less frustrated in regard to understanding what we are saying to or asking of him or her since receiving the implant. 10 20 18 7 5 My child is less frustrated in regard to his or her being able to communicate with us since receiving the implant. 10 18 14 8 8 My child participates in family activities more now than before receiving the implant. 9 14 24 9 4 My child has made faster progress in school since receiving the implant. 13 16 19 5 7 I am confident my child’s school knows how to meet his or her needs for learning to use the implant. 21 15 9 8 7 My child uses an FM system in preschool/school. 12 11 4 16 17 I worry that my child might not be receiving the support services he or she needs. 10 16 3 13 18 My child has only received services from a speech/language pathologist who did not have specific training regarding how to teach a child to use a cochlear implant. 8 10 4 14 24 After my child’s implant was activated, my family received direct training to teach us how to help my child learn to use the implant. 25 17 5 5 8 It has been hard to take time off work for the appointments at the implant center. 4 9 6 16 26 a Responses are reported as numbers in each category. A copy of the complete family survey may be requested from Susan Bashinski (bashinskis@ecu.edu). Volume 3, Number 3, Summer 2010 | 85
Page 1 and 2: Association for Education and Rehab
Page 3: AER Journal: Research and Practice
Page 7 and 8: Table of Contents Special Issue: Cu
Page 9 and 10: Special Issue: Current Practices wi
Page 11 and 12: Abstract Current Assessment Practic
Page 13 and 14: technical assistance projects, prov
Page 15 and 16: Table 2. Component Statements Avera
Page 17 and 18: Carolina, HELP, and Vineland) were
Page 19 and 20: Abstract Reliability and Fidelity o
Page 21 and 22: and Marleen Janssen, independently
Page 23 and 24: Table 1. Continued Interrater Relia
Page 25 and 26: Table 2. Continued Implementation A
Page 27 and 28: were from one geographic area, and
Page 29 and 30: Family Survey Results: Children wit
Page 31: Methods Participants The participan
Page 35 and 36: or showing ‘‘overall behavior (
Page 37 and 38: Limitations Questionnaires are susc
Page 39 and 40: Understanding Teachers’ Self-Effi
Page 41 and 42: Methods Participants Purposeful, ty
Page 43 and 44: to teach children with deaf-blindne
Page 45 and 46: Ashton, P.T., & Webb, R.B. (1986).
Page 47 and 48: when Lejeune and colleagues discove
Page 49 and 50: toward vision and hearing impairmen
Page 51 and 52: assistive-technologies specialists,
Page 53 and 54: Pueschel, S.M., & Solga, P.M. (1992
Page 55 and 56: and Level 7: combinations of two to
Page 57 and 58: during a communication research stu
Page 59 and 60: Communication Profile Appendix. Tho
Page 61 and 62: Appendix. Continued. Communication
Page 63 and 64: Special Education, Related Services
Page 65 and 66: capacity to serve children who are
Page 67 and 68: tional settings for infants and tod
Page 69 and 70: among stakeholders regarding equity

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