Social cognition and communication attitude in childhood stuttering

儿童口吃的社会认知与沟通态度

• 批准号: 10438581
• 负责人: Katherine L Winters
• 金额: $ 3.26万
• 依托单位: UNIVERSITY OF TEXAS AT AUSTIN
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-01 至 2023-05-20
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10438581
• 关键词: 2 year old; 3 year old; Acute; Address; Adopted; Adult; Affective; Age; Agreement; Anxiety; Area; Attitude; Awareness; Behavior; Belief; Child; Child Language; Childhood Stuttering; Clinical; Cognition; Cognitive; Communication; Communication impairment; Complex; Diagnosis; Discrimination; Disease; Emotional; Emotions; Empathy; Environmental Risk Factor; Exhibits; Feeling; Frequencies; Intervention; Investigation; Judgment; Knowledge; Language; Linear Regressions; Link; Literature; Measures; Mental Depression; Mental Health; Methods; Modeling; National Institute on Deafness and Other Communication Disorders; Nature; Nursery Schools; Parent-Child Relations; Parents; Patient Self-Report; Perception; Performance; Persons; Population; Preschool Child; Proxy; Public Health; Reaction; Reporting; Research; Risk; School-Age Population; Self Concept; Self Perception; Severities; Speech; Standardization; Stereotyping; Stigmatization; Stuttering; Symptoms; Testing; Thinking; Time; United States; adverse outcome; bullying; clinical practice; cognitive development; early childhood; experience; first grade; improved; kindergarten; novel; optimism; parent-child communication; parental influence; peer; prevent; psychosocial; public health relevance; research study; self esteem; skills; social; social cognition; social communication; 2 year old; 3 year old; Acute; Address; Adopted; Adult; Affective; Age; Agreement; Anxiety; Area; Attitude; Awareness; Behavior; Belief; Child; Child Language; Childhood Stuttering; Clinical; Cognition; Cognitive; Communication; Communication impairment; Complex; Diagnosis; Discrimination; Disease; Emotional; Emotions; Empathy; Environmental Risk Factor; Exhibits; Feeling; Frequencies; Intervention; Investigation; Judgment; Knowledge; Language; Linear Regressions; Link; Literature; Measures; Mental Depression; Mental Health; Methods; Modeling; National Institute on Deafness and Other Communication Disorders; Nature; Nursery Schools; Parent-Child Relations; Parents; Patient Self-Report; Perception; Performance; Persons; Population; Preschool Child; Proxy; Public Health; Reaction; Reporting; Research; Risk; School-Age Population; Self Concept; Self Perception; Severities; Speech; Standardization; Stereotyping; Stigmatization; Stuttering; Symptoms; Testing; Thinking; Time; United States; adverse outcome; bullying; clinical practice; cognitive development; early childhood; experience; first grade; improved; kindergarten; novel; optimism; parent-child communication; parental influence; peer; prevent; psychosocial; public health relevance; research study; self esteem; skills; social; social cognition; social communication

Project Summary Stuttering is a complex, neurodevelopmental communication disorder that originates in early childhood during a period of significant speech, language, and social cognitive development (2-6 years). In addition to disruptions in speech fluency, persons who stutter report psychosocial consequences of the disorder, including negative attitudes toward communication and increased rates of anxiety and depression. Children as young as two years old are acutely aware of and negatively impacted by their stuttering. Preschool-age children who stutter report significantly more negative communication attitudes than their typically fluent peers, with group differences increasing in kindergarten and first grade. Research examining the nature and progression of psychosocial and emotional contributions to stuttering in the 5-10% of young children who stutter in the United States is limited. Two studies explored whether stuttering severity, age, and time since onset contribute to communication attitude, with results indicating none of these predictors influence negative communication attitude in young children. Parent perception of their child influences a child’s self-concept during early childhood (ages 3-6 years), when children develop cognitive and affective perspective taking skills. If a parent reports discomfort with their child’s stuttering diagnosis and perceives that their child views their communication less positively, this may uniquely influence the child’s report of their communication attitude. We hypothesize parent perception of their child’s communication attitude and the child’s cognitive and affective perspective taking skills influence a child’s reported communication attitude. To test this hypothesis, we propose three specific aims. In Aim 1, we assess parent perception of their child’s communication attitude in young children who do and do not stutter. In this aim, we use a standardized self-report scale that has demonstrated differences in communication attitudes between children who do and do not stutter and an adapted version of this scale to measure parent perception. In Aims 2 and 3, we examine the influence of cognitive and affective perspective taking on parent-child communication attitude agreement for children who do and do not stutter. These aims incorporate experimental measures of cognitive perspective taking (the ability to make inferences about others’ thoughts) and affective perspective taking (the ability to make inferences about others’ feelings). All aims include relevant moderators that may uniquely contribute to the influence of parent perception or perspective taking on communication attitude. Analyses will include linear regression, causal inference, and non-parametric methods. This proposal is responsive to NIDCD’s priority areas 2 and 3 and therefore is relevant to public health, as the intended aims will 1) identify cognitive and environmental factors associated with negative communication attitudes observed in childhood stuttering, and, 2) inform assessment and treatment for children who stutter ages 3-6 years, an understudied population.

项目摘要 口吃是一种复杂的神经发育传播障碍，起源于幼儿期。 言语，语言和社会认知发展的一段时期（2 - 6年）。此外 言语流利性的破坏，结结巴巴报告这种疾病的社会心理后果的人，包括 负面的沟通和焦虑和抑郁率增加。年轻的孩子 两岁的孩子敏锐地意识到并受到口吃的负面影响。学龄前儿童 口吃报告比通常流利的同伴要多得多的负面沟通，小组 幼儿园和一年级的差异增加。研究研究的性质和进步 在曼联口吃的5-10％的幼儿中，对口吃的心理和情感贡献 国家有限。两项研究探讨了自发作以来的结结率，年龄和时间是否有助于 沟通态度，结果表明这些预测因素都没有影响负面沟通 幼儿的态度。父母对孩子的看法会影响孩子早期的自我概念 童年（3-6岁），当孩子发展认知和情感观点时。如果是父母 报告对孩子的口吃诊断不适，并认为他们的孩子认为自己的孩子 沟通不太积极，这可能会唯一影响孩子关于他们沟通态度的报告。 我们假设父母对孩子的沟通态度以及孩子的认知和 情感视角采取技能会影响孩子报告的沟通态度。测试这个 假设，我们提出了三个具体目标。在AIM 1中，我们评估父母对孩子的看法 在做和不结结巴巴的幼儿中的沟通态度。在此目标中，我们使用标准化 自我报告量表已经表明了与之之间的儿童之间的沟通参与者差异 请勿结结巴巴和适应该量表的适应性，以衡量父感知。在目标2和3中，我们检查了 认知和情感观点对亲子沟通态度的影响 对于那些和不结结巴巴的儿童达成协议。这些目的结合了实验措施 认知的观点（推断他人思想的能力）和情感观点 采取（对他人的感受提出推断的能力）。所有目标都包括可能的主持人 独特地促进了父母的感知或观点对沟通态度的影响。 分析将包括线性回归，因果推断和非参数方法。 该提案对NIDCD的优先领域2和3有反应，因此与公共卫生有关，因为 预期的目标将1）确定与负面交流相关的认知和环境因素 在儿童口吃中观察到的态度，以及2）为口吃的儿童提供评估和治疗的信息 年龄3 - 6岁，是一个了解的人群。