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Habilidades sociales y conexión en niños en edad escolar de entornos vulnerables que tartamudean
Amber L Faircloth1, Molly M Jacobs2, Patrick M Briley1
1Department of Communication Sciences & Disorders, East Carolina University, Greenville, NC.
Journal of speech, language, and hearing research : JSLHR
|August 29, 2025
Resumen
Los niños que tartamudean de entornos vulnerables se enfrentan a mayores desafíos sociales. Este estudio pone de relieve la necesidad de abordar su desarrollo social y emocional junto con la terapia del habla.
Área de la Ciencia:
- Desarrollo psicosocial
- Patología del habla y el lenguaje
- Psicología infantil
Sus antecedentes:
- Los niños vulnerables a menudo se enfrentan a desafíos complejos.
- La tartamudez puede afectar las interacciones sociales y el bienestar emocional.
- Comprender estas experiencias psicosociales es crucial para un apoyo eficaz.
Objetivo del estudio:
- Para explorar las experiencias psicosociales de los niños en edad escolar que tartamudean de entornos vulnerables.
- Comparar la adaptabilidad social de los niños que tartamudean (CVBWS) frente a los que no tartamudean (CVBWNS) dentro de las poblaciones vulnerables.
- Identificar los desafíos sociales y emocionales específicos a los que se enfrentan los CVBWS.
Principales métodos:
- Se utilizaron datos de la Onda 5 del Estudio sobre el futuro de las familias y el bienestar infantil (FFCWS).
- Comparación de la adaptabilidad social utilizando el Sistema de calificación de habilidades sociales (SSRS) y la conectividad a escala escolar (CSS).
- Utilizó análisis estadísticos (comparación de medios, regresión) para controlar los factores demográficos.
Principales resultados:
- Los niños que tartamudean de entornos vulnerables (CVBWS) informaron una conexión escolar significativamente menor (CSS) que los que no tartamudean (CVBWNS).
- CVBWS exhibió habilidades sociales más pobres, indicadas por calificaciones promedio SSRS más bajas en comparación con CVBWNS.
- Se encontró significancia estadística tanto para las diferencias CSS (p = .013) como para las SSRS (p < .001).
Conclusiones:
- Los resultados psicosociales son críticos para los niños que tartamudean, especialmente los de entornos vulnerables.
- Los hallazgos indican que algunos CVBWS experimentan más interacciones sociales negativas en la escuela.
- Las intervenciones deben extenderse más allá de la producción del habla para incluir el apoyo al desarrollo social y emocional para el CVBWS.
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