The purpose of this study is to gain a comprehensive understanding of parental competence and outcome expectations on early speech and language intervention both pre- and post- intervention using the 16-item Early Intervention Parenting Self-Efficacy Scale (EIPSES). The parent competence factor measures parents’ beliefs in their capabilities to promote their child’s development, whereas the outcome expectations factor measures parent’s belief in the influence of external factors, such as early intervention (Guimond et al, 2008). The results of this study are expected to assist early interventionists in better understanding and supporting parents’ needs. Four parent-child dyads participated in this study and were provided the EIPSES questionnaire electronically. Parents were administered the questionnaire prior to intervention, and immediately following the intervention. When questionnaire responses were compared pre- and post-intervention, the results indicate an increase in parental self-efficacy and decrease in outcome expectations. Furthermore, conclusions drawn from this study indicate that implementing an Enhanced Milieu Teaching with Phonological Emphasis (EMT+PE) parent intervention program is a beneficial way of increasing the overall self-efficacy for parents of children with cleft palate and/or lip (CP/L).

The purpose of this study is to gain a comprehensive understanding of parental competence and outcome expectations on early speech and language intervention both pre- and post- intervention using the 16-item Early Intervention Parenting Self-Efficacy Scale (EIPSES). The parent competence factor measures parents’ beliefs in their capabilities to promote their child’s development, whereas the outcome expectations factor measures parent’s belief in the influence of external factors, such as early intervention (Guimond et al, 2008). The results of this study are expected to assist early interventionists in better understanding and supporting parents’ needs. Four parent-child dyads participated in this study and were provided the EIPSES questionnaire electronically. Parents were administered the questionnaire prior to intervention, and immediately following the intervention. When questionnaire responses were compared pre- and post-intervention, the results indicate an increase in parental self-efficacy and decrease in outcome expectations. Furthermore, conclusions drawn from this study indicate that implementing an Enhanced Milieu Teaching with Phonological Emphasis (EMT+PE) parent intervention program is a beneficial way of increasing the overall self-efficacy for parents of children with cleft palate and/or lip (CP/L).