Social cognition and communication attitude in childhood stuttering

项目摘要 口吃是一种复杂的神经发育性交流障碍，起源于儿童早期， 一个重要的言语，语言和社会认知发展的时期（2 - 6年）。除了 中断的讲话流畅性，口吃的人报告的心理社会后果的障碍，包括 对沟通的消极态度以及焦虑和抑郁的增加率。岁的孩子 两岁的孩子敏锐地意识到他们的口吃并受到口吃的负面影响。学龄前儿童， 口吃者报告的消极沟通态度明显多于他们通常流利的同龄人， 幼儿园和一年级的差异越来越大。研究的性质和进展， 在美国，5 - 10%的口吃儿童的心理社会和情感因素导致了口吃。 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有助于 沟通态度，结果表明这些预测因素都不会影响消极沟通 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。 儿童期（3 - 6岁），儿童发展认知和情感的观点采择技能。如果父母 报告对孩子的口吃诊断感到不安，并认为孩子认为他们的口吃是一种疾病。 沟通不太积极，这可能会独特地影响孩子的报告，他们的沟通态度。 我们假设父母对孩子的沟通态度的看法和孩子的认知和 情感观点采择技能影响儿童的报告沟通态度。为了验证这一 假设，我们提出了三个具体目标。在目标1中，我们评估父母对孩子的看法， 沟通态度的幼儿谁做和不口吃。为此，我们使用标准化的 自我报告量表显示，在沟通态度的儿童之间的差异， 不要口吃和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，我们研究 认知和情感观点采择对亲子沟通态度的影响 孩子们谁做的和不口吃的协议。这些目标包括实验性措施， 认知观点采择（对他人想法进行推断的能力）和情感观点 （对他人的感受进行推断的能力）。所有目标包括相关的主持人， 对父母的认知或观点对沟通态度的影响有独特的贡献。 分析将包括线性回归、因果推断和非参数方法。 这项建议是对防治荒漠化全国联盟优先领域2和3的回应，因此与公共卫生有关，因为 预期目标将1）识别与消极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3 - 6岁，研究不足的人群。

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.