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Behavioral and social competency profiles of stutterers
Marília de Paula Giorgetti1, Cristiane Moço Canhetti de Oliveira2, Célia Maria Giacheti2
1School of Philosophy and Sciences, Universidade Estadual Paulista "Júlio de Mesquita Filho", Marília, SP, Brazil.
Codas
|April 18, 2015
Summary
Children who stutter exhibit distinct behavioral and social challenges compared to their fluent peers, according to parental reports. These differences, including internalizing and externalizing problems, were noted regardless of stuttering severity.
Area of Science:
- Speech and Language Pathology
- Child Psychology
- Developmental Pediatrics
Background:
- Stuttering, a complex speech disorder, can impact psychosocial development.
- Understanding the behavioral and social competence of children who stutter is crucial for effective intervention.
- Parental perspectives offer valuable insights into a child's daily functioning and challenges.
Purpose of the Study:
- To investigate and compare the behavioral and social competency profiles of children who stutter versus those who do not.
- To examine the correlation between behavioral/social competence and stuttering severity.
- To identify specific behavioral and social characteristics associated with developmental stuttering.
Main Methods:
- A study group (SG) of 32 children with persistent developmental stuttering and a control group (CG) of 32 fluent children (ages 6-18) were recruited.
- Participants were assessed using fluency measures, the Stuttering Severity Instrument, and the Child Behavior Checklist (CBCL).
- Parental reports from the CBCL were used to evaluate behavioral and social competence.
Main Results:
- Children who stutter (SG) showed clinically significant mean scores for total behavioral problems and internalizing problems.
- Significant differences were found between the SG and CG in overall behavioral problems (total, internalizing, externalizing) and social competence (total score, activity scale).
- No statistically significant differences in behavioral or social scales were observed across mild, moderate, and severe stuttering severity levels.
Conclusions:
- Parental reports indicate that children who stutter display unique behavioral and social competence profiles, with a greater propensity for alterations in these domains compared to non-stuttering children.
- Frequent behavioral alterations in children who stutter included fear, nervousness/tension, guilt, anxiety, perfectionism, and worry.
- Impairments in social functioning and communication situations were characteristic of the social competence of children who stutter.
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