Social cognition and communication attitude in childhood stuttering

儿童口吃的社会认知与沟通态度

基本信息

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
项目类别：
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

项目摘要

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.

项目概要口吃是一种复杂的神经发育性沟通障碍，起源于儿童早期言语、语言和社会认知发展的重要时期（2-6 年）。言语流畅性受损，口吃者报告该疾病的心理社会后果，包括对沟通的消极态度以及焦虑和抑郁的发生率增加。两岁的孩子敏锐地意识到他们的学龄前儿童口吃并受到负面影响。口吃者比他们通常流利的同龄人报告更显着的消极沟通态度，幼儿园和一年级的差异在增加在美国，5-10% 的口吃幼儿中，社会心理和情感因素对口吃产生影响两项研究探讨了口吃的严重程度、年龄和发病时间是否会影响口吃。沟通态度，结果表明这些预测因素均不会影响负面沟通父母对孩子的态度会影响孩子早期的自我概念。童年（3-6岁），是孩子发展认知和情感换位思考能力的时期。报告对孩子的口吃诊断感到不安，并认为他们的孩子看待他们的沟通不太积极，这可能会独特地影响孩子对沟通态度的报告。我们努力了解家长对孩子的沟通态度以及孩子的认知和认知能力的看法。情感观点采择技巧会影响孩子所报告的沟通态度。假设，我们提出了三个具体目标，在目标 1 中，我们评估家长对其孩子的看法。口吃和不口吃的幼儿的沟通态度为了实现这一目标，我们使用标准化的方法。自我报告量表显示了做和做事的孩子之间沟通态度的差异在目标 2 和目标 3 中，我们研究了该量表的改编版本，用于衡量家长的看法。认知情感视角对亲子沟通态度的影响口吃和不口吃儿童的协议这些旨在纳入实验措施。认知观点采择（推断他人想法的能力）和情感观点采取（推断他人感受的能力）。所有目标都包括可能的相关调节者。父母的看法或观点对沟通态度的影响具有独特的贡献。分析将包括线性回归、因果推理和非参数方法。该提案响应了 NIDCD 的优先领域 2 和 3，因此与公共卫生相关，因为预期目标将 1）识别与负面沟通相关的认知和环境因素在儿童口吃中观察到的态度，2) 为口吃儿童的评估和治疗提供信息年龄为 3-6 岁，属于未研究人群。