초등학교 저학년 말더듬 아동과 일반 아동의 대화유형 비교 : 기초연구

Abstract

School-age children who stutter(school-age CWS) repeatedly experience negative responeses of listeners and failures in communication situations due to stuttering, and may develop a negative psychology. This prevents you from actively participating in conversation situations with peers, which can lead to atrophy and difficulty. Therefore, speech-language pathologists should consider not only the characteristics of stuttering, but also the conversation type in real communication situations when evaluatin children who stutter. The purpose of this study was (1) to campare the conversation types between school-age CWS and CWNS(children who do not stutter), (2) to seek relation between conversation types and overt stuttering severity, subjective stuttering severity, speech-related state anxiety, communication attitude of school-age CWS, and (3) to seek relation beetween conversation types and speech-related state anxiety, communication attitude of school-age CWNS. Participants were 7 school-age CWS and 7 CWNS. To measure conversation types, utterances were analyzed using the conversation analysis system of Fey(1986). Next, we devided the utterances into assertive and reactive utterances. To measure the overt stuttering severity of CWS, the ratio of abnormal disfluencies(AD ratio) was used, and the subjective stuttering severity was measured through 10cm-visual analog scale(VAS). The Speech Situation Checklist-Emotional Reaction(SSC-ER) was used to measure speech-related state anxiety. The Communication Attitude Test-Revised(CAT-R) was used to identify communication attitudes. The results of this study were as follows: (1) CWS showed significantly higher rate of assertive utterance and a lower rate of reactive utterance than CWNS. (2) There was no significant correlation between the conversation types and overt stuttering severity, subjective stuttering severity, speech-related state anxiety scores, communication attitude scores of CWS. (3) There was no significant correlation between the conversation types and speech-related state anxiety scores, communication attitude scores of CWNS. This study confirmed that the rate of assertive utterance of the school-age CWS was significantly lower, but the rate of reactive utterance was higher in conversation situations. And there was no significant correlation between the overt characteristics of stuttering and internal characteristics. On the basis of the results of this study, When assessing a child with CWS, it is necessary to consider together the conversational types, the difficulties of the resulting communicative situation and their emotional characteristics. Also, It suggests that the intervention should not simply focus on reducing overt stuttering, but should consider whether the child can play an active role as a real participant in the conversation and actively participate in communication. Group therapy may help with stuttering interventions, and treatment goals should include generalization and stabilization of stuttering and appropriate dialogue participation.