Kekemeliği olan Çocuklarda Duygusal ve Davranışsal Sorunların İncelenmesi

Abstract

Amaç: Bu çalışmada, Türkçe konuşan okul çağı kekemeliği olan çocukların duygusal ve davranışsal sorunlarının olup olmadığının incelenmesi amaçlanmıştır. Gereç ve Yöntem: Çalışmaya 7-10 yaş aralığında kekemeliği olan (çalışma grubu, n=90) ve tipik gelişim gösteren (kontrol grubu, n=92) çocuğa sahip toplam 182 anne dahil edilmiştir. Katılımcılara "Güçler ve Güçlükler anketi (GGA)" ebeveyn formu uygulanmıştır. Sonuçlar: Çalışma grubunun GGA ‘‘Dikkat Eksikliği-Aşırı Hareketlilik ve Davranış Sorunları, Duygusal Sorunlar, Akran Sorunları ve Sosyal Davranışlar’’ alt boyutları ve GGAToplam skorları açısından kontrol grubuyla karşılaştırıldığında istatiksel olarak anlamlı farklılık bulunmuştur (p=0,000). Çalışma grubu bulgularında cinsiyetin GGA puanlarında anlamlı farklılık yaratmadığı tespit edilmiştir (p>0,05). Çalışma grubunun GGA sonuçları ile kronolojik yaşın ilişkisi incelendiğinde davranış sorunları (r=0,278, p=0,008), sosyal sorunlar (r= -0,218, p=0,039) ve GGAToplam puanı (r=0,339, p=0,001) arasında anlamlı bir ilişki olduğu tespit edilmiştir. Tartışma: Okul çağı kekemeliği olan çocuklarda duygusal ve davranışsal sorunlar olduğu görülmüştür. Bu sorunların kız ve erkek çocuklarda benzer seyrettiği kanaatine varılmıştır. Çocukların değerlendirme ve müdahale aşamasında bu sorunlarının dikkate alınması gerektiği düşünülmektedir.

Keywords

• Kekemelik
• Konuşma
• Konuşma Bozuklukları

Examination of Emotional and Behavioral Problems in Children with Stuttering

Abstract

Purpose: This study aimed to investigate whether Turkish-speaking school-age children with stuttering have emotional and behavioral problems. Materials and Method: A total of 182 mothers of 7-10-year-old children with stuttering (study group, n = 90) and typically developing children (control group, n = 92) were included in this study. The "Strengths and Difficulties Questionnaire (SDQ)" parent form was administered to the participants. Results: A statistically significant difference was found in the ‘‘Hyperactivity-Inattention, Behavioral Problems, Emotional Problems, Peer Problems, and Social Behaviour’’ sub-dimensions of the SDQTotal Parent Form and total scores of the study group compared to the control group (p= 0.000). The study group findings revealed that gender did not create a significant difference in SDQ scores (p > 0.05). When examining the relationship between the study group's SDQ results and chronological age, a significant relationship was found between behavior problems (r = 0.278, p = 0.008), social problems (r = -0.218, p = 0.039), and the total SDQtotal score (r = 0.339, p = 0.001). Conclusion: It was observed that school-age children with stuttering had emotional and behavioral problems. It is concluded that these issues manifest similarly in both boys and girls. It is believed that these problems should be taken into consideration during the assessment and intervention stages with children.

Keywords

• stuttering
• speech
• speech disorders

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