Konuşma Sesi Bozukluğu olan Çocukların Mizaç Özellikleri

Öz

Amaç: Konuşma sesi bozukluğu olan çocukların tipik gelişim gösteren akranları ile karşılaştırarak, mizaç özelliklerini belirlemektir. Gereç ve Yöntem: Betimsel tarama yöntemi kullanılmıştır. Çalışmaya 4-8 yaşları aralığında, konuşma sesi bozukluğu olan (n = 40) ve tipik dil gelişimine sahip (n = 45) çocuğun ebeveyni olmak üzere toplam 85 katılımcı dahil edilmiştir. Katılımcılara demografik bilgi formu ve çocukların mizaç özelliklerini belirlemek için ‘Çocuklar için Mizaç Ölçeği (ÇMÖ)’ uygulanmıştır. ÇMÖ’de yedi alt boyut bulunmaktadır. Bunlar; Aktivite Düzeyi, Yakınlık-Uyum, Duyusal Hassasiyet, Tepkisellik Durum, Dikkat-Sebat, Ritmiklik ve Duygusal Duyarlılıktır. Sonuçlar: Konuşma sesi bozukluğu olan çocukların, tipik gelişim gösteren akranları ile karşılaştırmasında mizaç ölçeği alt boyutları yakınlık-uyum (U = 627,000, p = 0,117) ve dikkat-sebat (U = 612,000, p = 0,010) bölümleri ile toplam sonuç puan ortalamaları (U = 653,000, p = 0,030) açısından istatistiksel olarak anlamlı farklılık bulunmuştur (p ≤ 0,05). Gruplar arasında diğer alt boyutlar açısından istatistiksel olarak anlamlı fark bulunmamıştır (p > 0,05). Tartışma: KSB olan çocuklar yakınlık ve uyum, dikkat ve sebat gibi mizaç özelliklerinde akranlarına göre daha zayıf performans göstermişlerdir. Bu bulgular doğrultusunda, çocukların değerlendirme ve terapi süreçlerinde bireysel farklılıklarının dikkate alınması önerilmektedir. Bireyi temel alan uygun rehabilitasyon planları için araştırma bulgularının yol gösterici olacağı düşünülmektedir.

Anahtar Kelimeler

• Konuşma
• Konuşma Sesi Bozukluğu
• Huy

Temperamental Features in Children with Speech Sound Disorders

Öz

Purpose: To determine the temperament traits of children with speech sound disorders by comparing them with their typically developing peers. Material and Methods: A descriptive survey design was used. A total of 85 participants were included in the study, consisting of parents of children aged 4–8 years with speech sound disorders (n = 40) and parents of children with typical language development (n = 45). Participants completed a demographic information form and the ‘Children’s Temperament Questionnaire (CTQ)’ to assess the temperament characteristics of the children. The CTQ comprises seven subscales: Activity Level, Approach–Adaptability, Sensory Sensitivity, Mood Reactivity, Attention–Persistence, Rhythmicity, and Emotional Sensitivity. Results: When children with SSD were compared with their typically developing peers, statistically significant differences were found in the temperament subscales of Approach–Adaptability (U = 627.000, p = 0.117) and Attention–Persistence (U = 612.000, p = 0.010), as well as in the total mean score (U = 653.000, p = 0.030) (p ≤ 0.05). There were no statistically significant differences between the groups in terms of the other subscales (p > 0.05). Conclusion: Children with SSD demonstrated weaker performance than their peers in temperament traits such as approach–adaptability and attention–persistence. In line with these findings, it is recommended that individual differences of children be taken into account during assessment and therapy processes. It is thought that the research findings will serve as a guide for developing appropriate rehabilitation plans based on the individual.

Anahtar Kelimeler

• speech
• speech sound disorders
• temperament

Kaynakça

1. Acar, I. H. (2013). Predictors of preschool children's peer interactions: Temperament and prosocial behavior. (Unpublished master’s thesis). University of Nebraska, Omaha.
2. American Speech Language Hearing Association. (2018). Speech Sound Disorders (15.07.2025) Erişim adresi: https://www.asha.org/public/speech/disorders/speech-sound-disorders/
3. Arslan-Sarımehmetoğlu, E., & Balıkçı, Ö. S. (2025). Playfulness in children with and without speech sound disorders: a comparative study. Early Child Development and Care, 195(12), 1-13. https://doi.org/10.1080/03004430.2025.2567292
4. Bayram Özdemir, S., Cheah, C. S., & Coplan, R. J. (2015). Conceptualization and assessment of multiple forms of social withdrawal in Turkey. Social Development, 24(1), 142-165. https://doi.org/10.1111/sode.12088
5. Beidel, D. C., & Turner, S. M. (1998). Shy children, phobic adults: nature and treatment of social phobia. American Psychological Association. https://doi.org/10.1037/10285-000
6. Bell, M. A. E. (2024). Child development at the intersection of emotion and cognition, (second edition). American Psychological Association.
7. Bishop, D. V. (2010). Which neurodevelopmental disorders get researched and why? PLoS One, 5(11), e15112. https://doi.org/10.1371/journal.pone.0015112
8. Blood, G. W., Blood, I. M., Tellis, G., & Gabel, R. (2001). Communication apprehension and self-perceived communication competence in adolescents who stutter. J Fluency Disord, 26(3), 161-178. https://doi.org/10.1016/S0094-730X(01)00097-3

9. Bloom, L. (1993). Transition from infancy to language: acquiring the power of expression. Cambridge Cambridge University Press. https://doi.org/10.1017/CBO9780511752797
10. Carey, W. B. (2009). Normal individual differences in temperament and behavioral adjustment. In W. B. Carey, A. C. Crocker, E. R. Elias, H. M. Feldman, & W.L. Coleman (Eds.), Developmental-Behavioral Pediatrics E-Book: Expert Consult-Online and Print, (Fourth Edition, pp. 74-86). Philadelphia: SAUNDERS Elsevier.
11. Conti-Ramsden, G., & Botting, N. (2004). Social difficulties and victimization in children with SLI at 11 years of age. J Speech Lang Hear Res, 47(1), 145-161. https://doi.org/10.1044/1092-4388(2004/013)
12. Conture, E. G., Kelly, E. M., & Walden, T. A. (2013). Temperament, speech and language: an overview. J Commun Disord, 46(2), 125-142. https://doi.org/10.1016/j.jcomdis.2012.11.002
13. Delgado, B., Carrasco, M. A., González-Peña, P., & Holgado-Tello, F. P. (2018). Temperament and behavioral problems in young children: the protective role of extraversion and effortful control. Journal of Child and Family Studies, 27(10), 3232-3240. https://doi.org/10.1007/s10826-018-1163-8
14. DeVeney, S. L., Cabbage, K., & Mourey, T. (2020). Target selection considerations for speech sound disorder intervention in schools. Perspect ASHA Spec Interest Groups, 5(6), 1722-1734. https://doi.org/10.1044/2020_PERSP-20-00138
15. Ege, P. (2010). Türkçe'deki ünsüzlerin edinimi: bir norm çalışması. Türk Psikoloji Dergisi, 25(65), 16. https://search.trdizin.gov.tr/tr/yayin/detay/105866.
16. Eisenberg, N., Spinrad, T. L., & Morris, A. S. (2013). Prosocial development. In P. D. Zelazo (Ed.), The Oxford Handbook of Developmental Psychology, Vol. 2: Self and Other, (Vol. 2, pp. 300). New York: Oxford University Press.
17. Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-related self-regulation and its relation to children's maladjustment. Annu Rev Clin Psychol, 6(1),495-525. https://doi.org/10.1146/annurev.clinpsy.121208.131208
18. Esmer, G. (2021). 3-6 yaş çocukların annesinin ve anneannesinin çocuk yetiştirme stilleri ile çocuğun mizacı arasındaki ilişkinin incelenmesi (Yüksek lisans tezi). Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü, Bursa.
19. Essa, E. (1995). A practical guide to solving preschool behavior problems, (Third Edition). Delmar Publishers.
20. Fox, N. A., & Pine, D. S. (2012). Temperament and the emergence of anxiety disorders. Journal of the American Academy of Child & 51(2), 125. https://doi.org/10.1146/10.1016/j.jaac.2011.10.006
21. Furlong, L., Serry, T., Erickson, S. & Morris, M. E. (2018). Processes and challenges in clinical decision-making for children with speech-sound disorders. Int J Lang Commun Disord, 53(6), 1124-1138. https://doi.org/10.1111/1460-6984.12426
22. Gross, J. J. (2002). Emotion regulation: affective, cognitive, and social consequences. Psychophysiology, 39(3), 281-291. https://doi.org/10.1017/S0048577201393198
23. Harrison, L. J., & McLeod, S. (2010). Risk and protective factors associated with speech and language impairment in a nationally representative sample of 4-to 5-year-old children. J Speech Lang Hear Res, 53(2), 508-29. https://doi.org/10.1044/1092-4388(2009/08-0086)
24. Keogh, B. K. (2003). Temperament in the classroom: understanding individual differences, (First Edition). Baltimore: Paul H. Brookes Publishing Co.
25. Kozlova, E. A., Slobodskaya, H. R., & Gartstein, M. A. (2020). Early temperament as a predictor of child mental health. Int J Ment Health Addict, 18(6), 1493-1506. https://doi.org/10.1007/s11469-019-00181-3
26. Krueger, B. I. (2019). Eligibility and speech sound disorders: assessment of social impact. Perspectives of the ASHA Special Interest Groups, 4(1), 85-90. https://doi.org/10.1044/2018_PERS-SIG1-2018-0016
27. Lewis, B. A., Freebairn, L., Tag, J., Ciesla, A. A., Iyengar, S. K., Stein, C. M., et al. (2015). Adolescent outcomes of children with early speech sound disorders with and without language impairment. Am J Speech Lang Pathol, 24(2), 150-163. https://doi.org/10.1044/2014_AJSLP-14-0075
28. Lewis, B. A., Freebairn, L. A., Hansen, A. J., Iyengar, S. K., & Taylor, H. G. (2004). School-age follow-up of children with childhood apraxia of speech. Language, Speech, and Hearing Services in Schools, 35(2), 122-140. https://doi.org/10.1044/0161-1461(2004/014)
29. Lindsay, G., Dockrell, J., Letchford, B., & Mackie, C. (2002). Self esteem of children with specific speech and language difficulties. Child Lang Teach Ther, 18(2), 125-143. https://doi.org/10.1191/0265659002ct231o
30. Loe, I. M., & Feldman, H. M. (2007). Academic and educational outcomes of children with ADHD. Journal of Pediatric Psychology, 32(6), 643-654. https://doi.org/10.1093/jpepsy/jsl054
31. Malecki, C. K., & Elliot, S. N. (2002). Children's social behaviors as predictors of academic achievement: a longitudinal analysis. Sch Psychol Q, 17(1), 1-23. https://doi.org/10.1521/scpq.17.1.1.19902
32. Maziade, M. C., Boutin, R., Boudreault, P., Thivierge, M., & Jacques, J. (1986). The effect of temperament on longitudinal academic achievement in primary school. J Am Acad Child Psychiatry, 25(5), 692-696. https://doi.org/10.1016/s0002-7138(09)60296-x
33. McCormack, J., Harrison, L. J., McLeod, S., & McAllister, L. (2011). A nationally representative study of the association between communication impairment at 4–5 years and children’s life activities at 7–9 years. Journal of Speech, Language, and Hearing Research, 54(5), 1328-1348. https://doi.org/10.1044/1092-4388(2011/10-0155)
34. McLeod, S., & Baker, E. (2017). Children's speech: an evidence-based approach to assessment and intervention, (first edition). USA: Pearson Education,Inc.
35. McLeod, S., & Harrison, L. J. (2009). Epidemiology of speech and language impairment in a nationally representative sample of 4-to 5-year-old children. Journal of Speech, Language, and Hearing Research, 52(5), 1213-1229. https://doi.org/10.1044/1092-4388(2009/08-0085)
36. Molini-Avejonas, D. R., Ferreira, L. V., & Amato, C. A. d. L. H. (2017). Risk factors for speech-language pathologies in children. In F.D.M. Fernandes (Ed.), Advances in Speech-Language Pathology (pp. 257-274) Intechopen. https://doi.org/10.5772/intechopen.70107
37. Nasvytienė, D., & Lazdauskas, T. (2021). Temperament and academic achievement in children: a meta-analysis. Eur J Investig Health Psychol Educ, 11(3), 736-757. https://doi.org/10.3390/ejihpe11030053
38. Nathan, L., Stackhouse, J., Goulandris, N., & Snowling, M. J. (2004). The development of early literacy skills among children with speech difficulties. Journal of Speech, Language, and Hearing Research, 47(2), 377-391. https://doi.org/10.1044/1092-4388(2004/031)
39. Overby, M., Carrell, T., & Bernthal, J. (2007). Teachers' perceptions of students with speech sound disorders: a quantitative and qualitative analysis. Language, Speech, and Hearing Services in Schools, 38(4), 327-341. https://doi.org/10.1044/0161-1461(2007/035)
40. Özyürek, A., Gözün Kahraman, Ö., & Pekdoğan, S. (2020). Temperament scale for children: reliability and validity study. Int J Humanit Soc Sci Invent, 9(1), 5-12. https://doi.org/10.35629/7722-0907010512
41. Parker, J. G. & Asher, S. R. (1987). Peer relations and later personal adjustment: are low-accepted children at risk?. Psychological Bulletin, 102(3), 357-389. https://doi.org/10.1037//0033-2909.102.3.357
42. Rothbart, M. K., & Derryberry, D. (2002). Temperament in children. In C. von Hofsten & L. Bäckman (Eds.), Psychology at the turn of the millennium, Vol. 2: Social, developmental, and clinical perspectives (pp. 17-35). Taylor & Frances/Routledge.
43. Rothbart, M. K., Ahadi, S. A., Hershey, K. L., & Fisher, P. (2001). Investigations of temperament at three to seven years: The Children's Behavior Questionnaire. Child Dev, 72(5), 1394-1408. https://doi.org/10.1111/1467-8624.00355
44. Sclafani, J. D. (2004). The educated parent: recent trends in raising children. USA: Prager Publishers. Snyder, H. R., Miyake, A., & Hankin, B. L. (2015). Advancing understanding of executive function impairments and psychopathology: bridging the gap between clinical and cognitive approaches. Frontiers in Psychology, 6, 328. https://doi.org/10.3389/fpsyg.2015.00328
45. St Clair, M. C., Pickles, A., Durkin, K., & Conti-Ramsden, G. (2011) A longitudinal study of behavioral, emotional and social difficulties in individuals with a history of specific language impairment (SLI). Journal of Communication Disorders, 44(2), 186-199. https://doi.org/10.1016/j.jcomdis.2010.09.004
46. Talwar, R., Schwab, J., & Lerner, R. M. (1989). Early adolescent temperament and academic competence: tests of" direct effects" and developmental contextual models. The Journal of Early Adolescence, 9(3), 291-309. https://doi.org/10.1177/0272431689093007
47. Tripathi, S. (2019). The digital youth’s personality and conscience versus their vision adjustment. J Early Child Educ Manag, 1, 90-100. https://doi.org/10.14456/jecem.2019.8.
48. Yoleri, S., & Küçükyeşil, G. (2014). Okul öncesi dönem çocuklarının mizaç özellikleri ile dil becerileri arasındaki ilişkinin incelenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 16(1), 20-38. https://doi.org/10.17556/jef.95780