The purposes of this research are exploring the effectiveness, influencing factors and optimization strategies of the family intervention that incorporates the caregivers of children with hearing impairment into the auditory speech therapy education system in family education effectively.This research included 25 children with hearing impairment and their caregivers as experiment group, 46 children with hearing impairment and their caregivers as control group.Research found that the family education for the children with hearing impairment have a phenomena of fathers absence, 66.2% of family education is carried out by mother independently. The education background of the caregivers is not optimistic, more than 60% of caregivers are only finish the primary education or secondary education. Most of caregivers actually only spend less than 30 minutes on family education for their children with hearing impairment, and only 40.85% of caregivers are satisfied their family education effects before the family intervention. After the family intervention, their satisfaction degree of family education effects increased 24%. After the family intervention, the speech communication competencies of children with hearing impairment and caregivers' family education abilities have significant difference in groups and between groups (P<0.05). After the family intervention, all-sides of speech communication competencies of children with hearing impairment improved significantly, especially the hearing field. All-sides of caregivers' family education abilities improved significantly too and significant better than control group. With the results from logistic regression, the family education abilities difference of caregivers can affect the speech communication competencies difference of children with hearing impairment significantly. Furthermore, the speech communication competencies difference of children with hearing impairment also can affect the family education abilities difference of caregivers significantly. Besides, caregivers' original family education skills and knowledge can also affect the results of family intervention, while the role of family education supporter plays an important role in promotion of the family education program, and the participation characteristics of family education executors also affect the results of family education. The problems of family intervention show on the children with hearing impairment and caregivers' education participating difficulties and insufficient development of abilities. Their expectation focus on the family intervention supporters, continuity of family intervention participation, family intervention duration and content and model of further family intervention. The caregivers expectation and willingness of participation are affected by the characters of family education supporter, children's graduation and academic work, and the caregivers time arrangement. The family intervention can promote the quality of family education of children with hearing families in hearing impairment effectively, but it is affected by several factors. In order to optimize the family education, family intervention should be implemented positively, early and consistently. With caregivers' different original education abilities, different levels' support should be given to the caregivers. As for the caregivers who involved passively, should be provided more support and motivation. Besides, the family intervention supporters and model of family intervention can be optimize too.The purposes of this research are exploring the effectiveness, influencing factors and optimization strategies of the family intervention that incorporates the caregivers of children with hearing impairment into the auditory speech therapy education system in family education effectively.This research included 25 children with hearing impairment and their caregivers as experiment group, 46 children with hearing impairment and their caregivers as control group.Research found that the family education for the children with hearing impairment have a phenomena of fathers absence, 66.2% of family education is carried out by mother independently. The education background of the caregivers is not optimistic, more than 60% of caregivers are only finish the primary education or secondary education. Most of caregivers actually only spend less than 30 minutes on family education for their children with hearing impairment, and only 40.85% of caregivers are satisfied their family education effects before the family intervention. After the family intervention, their satisfaction degree of family education effects increased 24%. After the family intervention, the speech communication competencies of children with hearing impairment and caregivers' family education abilities have significant difference in groups and between groups (P<0.05). After the family intervention, all-sides of speech communication competencies of children with hearing impairment improved significantly, especially the hearing field. All-sides of caregivers' family education abilities improved significantly too and significant better than control group. With the results from logistic regression, the family education abilities difference of caregivers can affect the speech communication competencies difference of children with hearing impairment significantly. Furthermore, the speech communication competencies difference of children with hearing impairment also can affect the family education abilities difference of caregivers significantly. Besides, caregivers' original family education skills and knowledge can also affect the results of family intervention, while the role of family education supporter plays an important role in promotion of the family education program, and the participation characteristics of family education executors also affect the results of family education. The problems of family intervention show on the children with hearing impairment and caregivers' education participating difficulties and insufficient development of abilities. Their expectation focus on the family intervention supporters, continuity of family intervention participation, family intervention duration and content and model of further family intervention. The caregivers expectation and willingness of participation are affected by the characters of family education supporter, children's graduation and academic work, and the caregivers time arrangement. The family intervention can promote the quality of family education of children with hearing families in hearing impairment effectively, but it is affected by several factors. In order to optimize the family education, family intervention should be implemented positively, early and consistently. With caregivers' different original education abilities, different levels' support should be given to the caregivers. As for the caregivers who involved passively, should be provided more support and motivation. Besides, the family intervention supporters and model of family intervention can be optimize too.