Social cognition and communication attitude in childhood stuttering

项目摘要 口吃是一种复杂的神经发育沟通障碍，起源于儿童早期的 言语、语言和社会认知发展的重要时期(2-6年)。除了……之外 言语流畅性障碍，口吃者报告这种障碍的心理社会后果，包括 对沟通持负面态度，焦虑和抑郁的比率增加。孩子们小到 两岁的孩子敏锐地意识到自己的口吃，并受到口吃的负面影响。学龄前儿童 口吃者报告说，与他们通常流利的同龄人相比，他们对团队的负面沟通态度明显更多 幼儿园和一年级的差异越来越大。研究审查的性质和进展 美国5%-10%的口吃儿童的心理社会和情感因素对口吃的影响 国家是有限的。两项研究探讨了口吃的严重程度、年龄和发病时间是否与口吃有关 沟通态度，结果表明这些预测因素都不会影响负面沟通 幼儿的态度。父母对孩子的看法在早期会影响孩子的自我概念 儿童时期(3-6岁)，儿童发展认知和情感视角的技能。如果家长 报告对孩子口吃的诊断感到不适，并认为他们的孩子认为 沟通不那么积极，这可能会独特地影响孩子对他们沟通态度的报告。 我们假设父母对他们孩子的沟通态度和孩子的认知和 情感视角采取技能会影响儿童报告的沟通态度。为了测试这一点 假设，我们提出了三个具体目标。在目标1中，我们评估父母对他们孩子 口吃和不口吃幼儿的沟通态度。在这个目标中，我们使用了标准化的 自我报告量表，显示了儿童之间沟通态度的差异 不要口吃，用这个量表的改编版本来衡量父母的看法。在目标2和目标3中，我们检查 认知和情感视角对亲子沟通态度的影响 对于有口吃和不口吃的儿童的协议。这些目标包含了以下实验措施 认知视角(对他人想法进行推理的能力)和情感视角 具有(对他人感觉作出推断的能力)。所有目标包括相关版主，这些版主可能 独一无二地影响父母的认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。 这项建议是对非传染性疾病优先领域2和3的回应，因此与公共卫生有关，因为 预期目标将1)确定与负面沟通相关的认知和环境因素 观察儿童口吃的态度，以及，2)为口吃儿童的评估和治疗提供信息 3-6岁，这是一个研究不足的群体。

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.