Stališče do lastnega govora pri predšolskih otrocih pri katerih jecljanje izzveni

Abstract

Jecljanje je multidimenzionalna motnja, ki se odraža kot motnja tekočnosti govora (podaljševanja, ponavljanja, zastoji ...), ki obsega tri vidike – čustvenega, vedenjskega in kognitivnega. Najpogosteje se jecljanje pojavi v predšolskem obdobju in kot pravi Bloodstein (1995) lahko izzveni tudi še tri leta po samem začetku pojava jecljanja ali pa vztraja. Stališče do lastnega govora pri predšolskih otrocih, ki jecljajo, je dokazano bolj negativno kot stališče do lastnega govora pri njihovih vrstnikih, zato je negativno stališče do lastnega govora pri otrocih, ki jecljajo, eden izmed pokazateljev na pravo jecljanje in na potrebo po uvedbi terapije. Cilj raziskave je bil ugotoviti ali se stališča do lastnega govora med predšolskimi otroki, ki jecljajo, in njihovimi vrstniki, pri katerih jecljanje izzveni, razlikujejo. Rezultati so bili pridobljeni na vzorcu 49 predšolskih otrok, ki jecljajo in 75 predšolskih otrok, ki govorijo tekoče. Ugotovili smo, da med otroki, pri katerih jecljanje vztraja in tistih, kjer jecljanje po določenem času izzveni, obstaja statistično pomembna razlika v stališčih do lastnega govora, kar pomeni, da negativno stališče do lastnega govora pri otrocih, ki jecljajo, kaže na manjšo verjetnost izzvenevanja jecljanja, torej je dejavnik, ki vpliva na vztrajanje jecljanja.

Keywords

jecljanje;

Data

Language:	Slovenian
Year of publishing:	2016
Typology:	1.08 - Published Scientific Conference Contribution
Organization:	UL PEF - Faculty of Education
UDC:	376-056.264:373.2
COBISS:	11405897
Views:	873
Downloads:	144
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Communication attitude in preschool children who recover from stuttering
Secondary abstract:	Stuttering is multidimensional disorder, which is reflected as fluency disorder (prolongations, repetitions, blocks …) and has three aspects - emotional, behavioral and cognitive. Most often, stuttering occurs in pre-school age and Bloodstein (1995) said that stuttering may recover also three years after the beginning of the phenomenon of stuttering or can be persistent. Communication attitude of preschool children who stutter is statistically more negative than communication attitude of their peers, so the negative communication attitude in preschool children who stutter can be one of the indicators of the persistent stuttering and can show the need for initiation of therapy. The aim of the study was to determine whether the communication attitude in children who stutter and their peers who recover from stuttering differ. Data are based on a normative sample of 49 preschool children who stutter and 75 preschool children who do not stutter. We determine that there is a statistically significant difference in communication attitude among children whose stuttering persists and those who recover from stuttering, which means that a negative communication attitude in children who stutter shows that stuttering recovery is less likely, therefore, negative communication attitude is a factor that affects the persistence of stuttering.
Secondary keywords:	special education;stammer;pre-school child;pouk po prilagojenem programu;jecljanje;predšolski otrok;
File type:	application/pdf
Type (COBISS):	Other
Pages:	Str. 406-420
ID:	9250737