Parenting Attitudes Among Parents of Children with Speech and Language Disorders: A Cross-Sectional Study

Yıl 2025, Cilt: 8 Sayı: 3, 251 - 280, 31.12.2025

Betül Değirmen , Beyza Bilir , Sedanur Dere , Zeynep Gündoğdu , Dilber Kaçar Kütükçü

https://doi.org/10.58563/dkyad-2025.83.4

Öz

Introduction: Language and speech disorders can negatively affect children's communication skills and social relationships. Parental attitudes play a significant role in children's language development.
Objective: The aim of this study is to identify the parenting attitudes exhibited by parents of children with language and speech disorders and to evaluate the effects of these attitudes on children's development.
Method: The study is based on interviews conducted with the parents of 120 children aged 4-6 years who were diagnosed with developmental language disorder, speech sound disorder, autism spectrum disorder, or fluency disorder. Data were collected using the Parental Attitude Scale (PAS) and analyzed using one-way ANOVA in the SPSS-27 program.
Results: Democratic and permissive parenting attitudes showed significant differences based on the type of disorder. Overprotective attitudes were found to be highest among parents of children with autism, while democratic attitudes were lower compared to other groups. Additionally, permissive attitudes were relatively high in this group. No significant differences were observed between groups in terms of authoritarian attitudes. In the developmental language disorder, speech sound disorder, and fluency disorder groups, democratic attitudes were found to be dominant. These findings suggest that the type of disorder may influence how parents approach their children.
Conclusion: Types of language and speech disorders affect parenting attitudes. The predominance of overprotective attitudes among parents of children with autism highlights the need for supportive interventions for these families. Future studies with larger and more diverse samples are expected to enhance the generalizability of the findings.

Anahtar Kelimeler

authoritarian parenting , democratic parenting , overprotective parenting , parenting attitudes , permissive parenting , speech and language disorders

Dil ve Konuşma Bozukluğu Olan Çocuklarda Ebeveyn Tutumları: Kesitsel Bir Çalışma

Öz

Amaç: Dil ve konuşma bozuklukları, çocukların iletişim becerilerini ve sosyal ilişkilerini olumsuz etkileyebilir. Ebeveyn tutumları, çocukların dil gelişiminde önemli bir rol oynamaktadır. Bu bağlamda, ebeveyn tutumlarının belirlenmesi, tutumların çocuğun dil ve konuşma gelişimine yansıyan etkilerinin anlaşılmasında yol gösterici olabilir. Bu çalışmanın amacı, dil ve konuşma bozukluğu olan çocukların ebeveynlerinin sergilediği ebeveyn tutumlarını betimlemek ve bu tutumların bozukluk türlerine göre nasıl farklılaştığını incelemektir.

Yöntem: Araştırma, 4–6 yaş arası gelişimsel dil bozukluğu (GDB), konuşma sesi bozukluğu (KSB), otizm spektrum bozukluğu (OSB) ve akıcılık bozukluğu tanısı almış toplam 120 çocuğun ebeveynleriyle yürütülen kesitsel, anket-temelli nicel bir çalışmadır. Veriler Ebeveyn Tutum Ölçeği (ETÖ) ile öz-bildirim yoluyla toplanmıştır. SPSS-27 programı kullanılarak tek yönlü ANOVA ve post-hoc testler uygulanmıştır.

Bulgular: Demokratik tutum puanları gruplar arasında anlamlı farklılık göstermiştir (GDB: Ort.=74.30; KSB: Ort.=75.50; OSB: Ort.=70.76; Akıcılık: Ort.=75.90; F(3.116)=2.892; p = .038). Tukey HSD post-hoc analizleri, OSB grubunun KSB ve Akıcılık gruplarına kıyasla anlamlı derecede daha düşük demokratik tutum puanlarına sahip olduğunu göstermiştir. İzin verici tutum puanları da gruplara göre anlamlı biçimde farklılaşmıştır (GDB: Ort.=22.76; KSB: Ort.=21.33; OSB: Ort.=25.13; Akıcılık: Ort.=20.6; F(3.116)=3.989; p = .010) ve post-hoc sonuçları OSB grubunun KSB ve Akıcılık gruplarına göre anlamlı düzeyde daha yüksek olduğunu ortaya koymuştur. Otoriter tutumda anlamlı bir grup farkı saptanmamıştır (F(3.116)=0.870; p = .459). Aşırı koruyucu tutumda ise istatistiksel anlamlılığa yaklaşan bir eğilim gözlenmiştir (GDB: Ort.=33,70; KSB: Ort.=31,93; OSB: Ort.=35.86; Akıcılık: Ort=32.36; F(3.116)=2.536; p = .060). Bulgular, bozukluk türünün özellikle demokratik ve izin verici ebeveyn tutumlarıyla ilişkili olduğunu; OSB grubunda demokratik tutumların daha düşük, izin verici tutumların ise daha yüksek seyrettiğini göstermektedir.

Sonuç: Bu çalışma, bozukluk türüne göre ebeveynlik tutumlarında farklılıklar olduğunu göstermektedir. Demokratik ve izin verici tutum puanları gruplar arasında anlamlı düzeyde farklılaşmış; otizm spektrum bozukluğu grubunda demokratik tutum puanları daha düşük, izin verici tutum puanları ise daha yüksek bulunmuştur. Otoriter tutumda anlamlı fark saptanmamış, aşırı koruyucu tutumda ise istatistiksel anlamlılığa yaklaşan bir eğilim gözlenmiştir.

Anahtar Kelimeler

aşırı koruyucu ebeveynlik , demokratik ebeveynlik , dil ve konuşma bozuklukları , Ebeveyn tutumları , izin verici ebeveynlik , otoriter ebeveynlik

Kaynakça

• Adamson, L. B., Bakeman, R., Suma, K., & Robins, D. L. (2019). An expanded view of joint attention: Skill, engagement, and language in typical development and autism. Child Development, 90(1), e1–e18. https://doi.org/10.1111/cdev.12973
• Ardahan Akgül, E., Doğan, P., Karakul, A., Özdemir, V., Özgüven Öztornacı, B., & Yıldırım Sarı, H. (2023). Comparison of the parenting attitudes of the parents of the children with and without intellectual disability in preschool period. Izmir Democracy University Health Sciences Journal, 6(3), 483-496. https://doi.org/10.52538/iduhes.1228196
• Bashshar, A. M. A. A. B., & Elashram, R. E. M. (2025). The Relationship Between Self-Regulation Difficulties and Adaptive Functioning in Children with Autism Spectrum Disorder (ASD). International Journal of Disability, Development and Education, 72(7) 1248-1270. https://doi.org/10.1080/1034912X.2024.2419871
• Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology, 4(1, Pt. 2), 1–103. https://doi.org/10.1037/h0030372
• Bodur, S., Torun, Y. T., Gül, H., Dinçer, M., Gül, A., Kara, K., Karaman, D., Durukan, İ., & Cöngöloglu, M. A. (2019). Parental attitudes in children with persistent developmental stuttering: A case-control study. Archives of Clinical Psychiatry, 46(4), 103-106. https://doi.org/10.1590/0101-60830000000204
• Bruysters, N. Y. F., & Pilkington, P. D. (2023). Overprotective parenting experiences and early maladaptive schemas in adolescence and adulthood: A systematic review and meta-analysis. Clinical psychology & psychotherapy, 30(1), 10–23. https://doi.org/10.1002/cpp.2776
• Burnley, A., St Clair, M., Dack, C., Thompson, H., & Wren, Y. (2024). Exploring the psychosocial experiences of individuals with developmental language disorder during childhood: A qualitative investigation. Journal of Autism and Developmental Disorders, 54(8), 3008–3027. https://doi.org/10.1007/s10803-023-05946-3
• Cheng, A. W. Y., & Lai, C. Y. Y. (2023). Parental stress in families of children with special educational needs: a systematic review. Frontiers in psychiatry, 14, 1198302. https://doi.org/10.3389/fpsyt.2023.1198302
• Crowell, J. A., Keluskar, J., & Gorecki, A. (2019). Parenting behavior and the development of children with autism spectrum disorder. Comprehensive Psychiatry, 90, 21–29. https://doi.org/10.1016/j.comppsych.2018.11.007
• Dakopolos, A. J., & Jahromi, L. B. (2019). Differences in sensory responses among children with autism spectrum disorder and typical development: Links to joint attention and social competence. Infant and Child Development, 28(6), e2117. https://doi.org/10.1002/icd.2117
• Demiriz, S., & Öğretir, D. A. (2007). Alt ve üst sosyo-ekonomik düzeydeki 10 yaş çocuklarının anne tutumlarının incelenmesi. Kastamonu Eğitim Dergisi, 15(1), 105-122.
• Demirutku, K. (2007). Temel değerlerin ölçümü: Portre Değerler Anketinin Türkçe uyarlaması. Türk Psikoloji Yazıları, 13(25), 17-25.
• Diken, İ. H. (2012). An exploration of interactional behaviors of Turkish mothers and their children with special needs: Implications for early intervention practices. Eğitim ve Bilim, 37(163), 297-309. https://doi.org/10.15390/EB.2012.1158
• Diken, Ö., Topbaş, S., & Diken, İ. H. (2009). Ebeveyn Davranışını Değerlendirme Ölçeği (EDDÖ) ile Çocuk Davranışını Değerlendirme Ölçeği (ÇDDÖ)’nin geçerlik ve güvenirlik çalışmaları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 10(02), 41-64. https://doi.org/10.1501/Ozlegt_0000000139
• Ebbels, S. H., McCartney, E., Slonims, V., Dockrell, J. E., & Norbury, C. F. (2019). Evidence-based pathways to intervention for children with language disorders. International Journal of Language & Communication Disorders, 54(1), 3–19. https://doi.org/10.1111/1460-6984.12387
• Eshghizadeh, M., Basiri, M. M., Baloochi, B. T., Banafshe, E., Najafi, S., & Kiyani, A. (2014). Comparison of parenting style in mothers of children with and without stuttering: A case control study, Journal of Research & Health, 4(1), 623-629. http://jrh.gmu.ac.ir/article-1-268-en.html
• Estlein, R. (2021). Parenting as a communication process: Integrating interpersonal communication theory and parenting styles conceptualization. Journal of Family Theory & Review, 13(1), 21-33. https://doi.org/10.1111/jftr.12407
• Feldman H. M. (2019). How Young Children Learn Language and Speech. Pediatrics in review, 40(8), 398–411. https://doi.org/10.1542/pir.2017-0325
• Fen Gau, S. S., Chiu, Y. N., Soong, W. T., & Lee, M. B. 2008). Parental characteristics, parenting style, and behavioral problems among Chinese children with Down syndrome, their siblings and controls in Taiwan. Journal of The Formosan Medical Association, 107, 693-703. https://doi.org/10.1016/s0929-6646(08)60114-x
• Fernandez-Prieto, M., Moreira, C., Cruz, S., & Oliveira, G. (2021). Executive functioning: A mediator between sensory processing and behaviour in autism spectrum disorder. Journal of Autism and Developmental Disorders, 51(6), 2091–2103. https://doi.org/10.1007/s10803-020-04648-4
• Friedman, L., & Sterling, A. (2019). A review of language, executive function, and intervention in autism spectrum disorder. Seminars in Speech and Language, 40(4), 291–304. https://doi.org/10.1055/s-0039-1692964
• Girolametto, L., & Weitzman, E. (2002). Responsiveness of child care providers in interactions with toddlers and preschoolers. Language, Speech, and Hearing Services in Schools, 33(4), 268-281. https://doi.org/10.1044/0161-1461(2002/022)
• Goldin‐Meadow, S., Levine, S. C., Hedges, L. V., Huttenlocher, J., Raudenbush, S. W., & Small, S. L. (2014). New evidence about language and cognitive development based on a longitudinal study: Hypotheses for intervention. American Psychological Association, 69(6), 588-599. https://doi.org/10.1037/a0036886
• Guajardo, N.R., Snyder, G. & Petersen, R. (2009), Relationships among parenting practices, parental stress, child behaviour, and children's social-cognitive development. Infant and Child Development, 18(1), 37-60. https://doi.org/10.1002/icd.578
• Güller, B., & Yaylacı, F. (2022). Comparison of emotional-behavioral problems, parental attitude characteristics, parental stress level, and related factors between children diagnosed with a communication disorder and healthy controls. Cukurova Medical Journal, 47(3), 1154-1162. https://doi.org/10.17826/cumj.1125720
• Hartman, I., Klop, D., & Swartz, L. (2025). Parental communication dynamics with children who stutter: A scoping review. International Journal of Language & Communication Disorders, 60(1), e13129. https://doi.org/10.1111/1460-6984.13129
• Hirsh-Pasek, K., Adamson, L. B., Bakeman, R., Owen, M. T., Golinkoff, R. M., Pace, A., Yust, P. K. S., & Suma, K. (2015). The contribution of early communication quality to low-income children’s language success. Psychological Science, 26(7), 1071-1083. https://doi.org/10.1177/0956797615581493
• Howard, J., Herold, B., Major, S., Leahy, C., Ramseur, K. II, Franz, L., Deaver, M., Vermeer, S., Carpenter, K. L. H., Murias, M., Huang, W. A., & Dawson, G. (2023). Associations between executive function and attention abilities and language and social communication skills in young autistic children. Autism, 27(7), 2135–2144. https://doi.org/10.1177/13623613231154310
• Karabulut Demir, E., & Şendil, G. (2008). Ebeveyn Tutum Ölçeği (ETÖ). Türk Psikoloji Yazıları, 11(21), 15-25.
• Karakuzu, A. (2019). Gelişimsel Dil ve Konuşma Bozukluğu Olan 2-6 Yaş Arası Çocuklarda ebeveyn Tutumlarının İncelenmesi [Yayınlanmamış Yüksek lisans tezi]. Dicle Üniversitesi, Sağlık Bilimleri Enstitüsü, Diyarbakır.
• Klatte, I. S., Lyons, R., Davies, K., Harding, S., Marshall, J., McKean, C., & Roulstone, S. (2020). Collaboration between parents and SLTs produces optimal outcomes for children attending speech and language therapy: Gathering the evidence. International journal of language & communication disorders, 55(4), 618–628. https://doi.org/10.1111/1460-6984.12538
• Koyuncu, Z., Zabcı, N., Sandıkçı, T., Kaya, A., Kara, H., Kara, E., & Doğangün, B. (2024). Maternal gatekeeping in children with developmental language disorder. Psychiatry and Clinical Psychopharmacology, 34(2), 153–162. https://doi.org/10.5152/pcp.2024.23784
• Kraft, S. J., Ambrose, N., & Chon, H. (2014). Temperament and environmental contributions to stuttering severity in children: The role of effortful control. Seminars in Speech and Language, 35(2), 80–94. https://doi.org/10.1055/s-0034-1371753
• Kuppens, S., & Ceulemans, E. (2019). Parenting Styles: A Closer Look at a Well-Known Concept. Journal of child and family studies, 28(1), 168–181. https://doi.org/10.1007/s10826-018-1242-x
• Lanjekar, P. D., Joshi, S. H., Lanjekar, P. D., & Wagh, V. (2022). The Effect of Parenting and the Parent-Child Relationship on a Child's Cognitive Development: A Literature Review. Cureus, 14(10), https://doi.org/10.7759/cureus.30574
• Lau, S. R., Beilby, J. M., Byrnes, M. L., & Hennessey, N. W. (2012). Parenting styles and attachment in school-aged children who stutter. Journal of Communication Disorders, 45(2), 98-110. https://doi.org/10.1016/j.jcomdis.2011.12.002
• Li, D., Li, W., & Zhu, X. (2024). The association between authoritarian parenting style and peer interactions among Chinese children aged 3-6: an analysis of heterogeneity effects. Frontiers in psychology, 14, 1290911. https://doi.org/10.3389/fpsyg.2023.1290911
• Mahoney, G. J., Kim, J. M., & Lin, C. S. (2007). The pivotal behavior model of developmental learning. Infants and Young Children, 20(4), 311-325. https://doi.org/10.1097/01.IYC.0000290354.39793.74
• Masamba, H. (2024). Cultural influences on parenting styles and child development. International Journal of Humanity and Social Sciences, 2(3), 15–27. https://doi.org/10.47941/ijhss.1783
• Mohan, M., Bajaj, G., Deshpande, A., Anakkathil Anil, M., & Bhat, J. S. (2021). Child, Parent, and Play - An Insight into These Dimensions Among Children with and without Receptive Expressive Language Disorder Using Video-Based Analysis. Psychology Research and Behavior Management, 14, 971–985. https://doi.org/10.2147/PRBM.S306733
• Özerk, H. (2006). Anne-babaların çocuk yetiştirmeye ilişkin tutumlarının anne-babalık bilgi düzeylerinin ve 11-18 yaş grubu öğrencilerin kendilerini değerlendirmelerinin çeşitli değişkenler ve aralarındaki ilişki açısından incelenmesi [Yayınlanmamış Doktora tezi]. Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
• Öztürk, Y., Riccadonna, S., & Venuti, P. (2014). Parenting dimensions in mothers and fathers of children with autism spectrum disorders. Research in Autism Spectrum Disorders, 8(10), 1295-1306. https://doi.org/10.1016/j.rasd.2014.07.001
• Pasqualotto, A., Mazzoni, N., Bentenuto, A., Mulè, A., Benso, F., & Venuti, P. (2021). Effects of cognitive training programs on executive function in children and adolescents with autism spectrum disorder: A systematic review. Brain Sciences, 11(10), 1280. https://doi.org/10.3390/brainsci11101280
• Poirier, M., Grandgeorge, M., François, N., Auffret, F., Champagne, N., Legrand, A., Deschatelets, C., Favier- Hannequin, N., Tremblay, A., Kearnan, F., Henry, S., Plusquellec, P., & Dollion, N. (2024). Parenting styles in caregivers of children with autism spectrum disorder and effects of service dogs. Frontiers in Ethology, 3, 1382533. https://doi.org/10.3389/fetho.2024.1382533
• Power T. G. (2013). Parenting dimensions and styles: a brief history and recommendations for future research. Childhood Obesity, 9(s1), S14–S21. https://doi.org/10.1089/chi.2013.0034
• Rangarajan, J., Narasimhan, U., Janakiraman, A., Sasidharan, P., & Chandrasekaran, P. (2020). Parenting styles of parents who had children with and without high risk at birth: A cross-sectional comparative study. Cureus, 12(2), e7079. https://doi.org/10.7759/cureus.7079
• Reed, P., & Osborne, L. A. (2013). The role of parenting stress in discrepancies between parent and teacher ratings of behavior problems in young children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(2), 471–477. https://doi.org/10.1007/s10803-012-1594-9
• Reiss, D., Ganiban, J. M., Leve, L. D., Neiderhiser, J. M., Shaw, D. S., & Natsuaki, M. N. (2022). Parenting in the context of the child: Genetic and social processes. Monographs of the Society for Research in Child Development, 87(1), 7–188. https://doi.org/10.1111/mono.12460
• Roberts, M. Y., Curtis, P. R., Sone, B. J., & Hampton, L. H. (2019). Association of Parent Training With Child Language Development: A Systematic Review and Meta-analysis. JAMA pediatrics, 173(7), 671–680. https://doi.org/10.1001/jamapediatrics.2019.1197
• Rocha, M., Yaruss, J. S., & Rato, J. R. (2020). Stuttering impact: A shared perception for parents and children? Folia Phoniatrica et Logopaedica, 72(6), 478–486. https://doi.org/10.1159/000504221
• Rutgers, A. H., Van Ijzendoorn, M. H., Bakermans-Kranenburg, M. J., Swinkels, S. H., Van Daalen, E., Dietz, C., Naber, F. B., Buitelaar, J. K., & Van Engeland, H. (2007). Autism, attachment and parenting: A comparison of children with autism spectrum disorder, mental retardation, language disorder, and non-clinical children. Journal of Abnormal Child Psychology, 35(5), 859-870. https://doi.org/10.1007/s10802-007-9139-y.
• Saka, G. B. (2022). Kekemeliği olan çocukların duygusal davranışsal problemlerinin ve ebeveynlerinin ebeveynlik tutumlarının incelenmesi [Yayınlanmamış Yüksek lisans tezi]. Anadolu Üniversitesi, Sağlık Bilimleri Enstitüsü, Eskişehir.
• Singer, I., Gerrits, E., Gorter, J. W., & Luinge, M. (2024). Speech and language therapists’ perceptions of contextual factors associated with communicative participation in children with developmental language disorders. Child Language Teaching and Therapy, 40(3), 297-314. https://doi.org/10.1177/02656590241276693
• Sinha, D., Verma, N., & Hershe, D. (2016). A comparative study of parenting styles, parental stress and resilience among parents of children having autism spectrum disorder, parents of children having specific learning disorder and parents of children not diagnosed with any psychiatric disorder. Annals of International Medical and Dental Research, 2(4), 106-11. https://doi.org/10.21276/aimdr.2016.2.4.30
• Tripon C. (2024). Nurturing Sustainable Development: The Interplay of Parenting Styles and SDGs in Children's Development. Children, 11(6), 695. https://doi.org/10.3390/children11060695
• Vasiou, A., Kassis, W., Krasanaki, A., Aksoy, D., Favre, C. A., & Tantaros, S. (2023). Exploring Parenting Styles Patterns and Children's Socio-Emotional Skills. Children, 10(7), 1126. https://doi.org/10.3390/children10071126
• Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science, 24(11), 2143-2152. https://doi.org/10.1177/0956797613488145
• Yıldırım, Ş. (2021). Erken çocukluk döneminde konuşma sesi bozukluğu olan çocukların annelerinin stres düzeylerinin belirlenmesi [Yayınlanmamış Yüksek lisans tezi]. Anadolu Üniversitesi, Sağlık Bilimleri Enstitüsü, Eskişehir.