Comparison of anxiety and child-care education characteristics of mothers who have children with or without speech delays

Özdaş, Talih; Şahlı, Ayşe Sanem; Özdemir, Behiye Sarıkaya; Belgi̇n, Erol

doi:10.1016/j.bjorl.2017.12.004

Cited by 6 publications

(6 citation statements)

References 12 publications

(12 reference statements)

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“…Currently, most of the reported independent risk factors for DSD in children remain controversial 13 . Scholars have reported male sex 12,16-18 , birth order 19 and family type 16 to be predictor variables of DSD. In the study conducted by Özdas et al 16 , 105 children with SDs were included for investigation, and the researchers concluded www.nature.com/scientificreports/ that male sex, birth order and family type were all risk factors for SDs in children.…”

Section: Discussionmentioning

confidence: 99%

“…Scholars have reported male sex 12,16-18 , birth order 19 and family type 16 to be predictor variables of DSD. In the study conducted by Özdas et al 16 , 105 children with SDs were included for investigation, and the researchers concluded www.nature.com/scientificreports/ that male sex, birth order and family type were all risk factors for SDs in children. However, in their study, they did not perform multivariable regression analysis to exclude potential confounding factors.…”

Section: Discussionmentioning

confidence: 99%

“…The investigation was performed with a self-designed questionnaire. Part of the content of the questionnaire was designed based on the literature 15,16 , including the items on maternal age at the child's birth, birth order, child sex, family type, maternal personality, monthly family income, and child-rearing behaviours, and each of these items contained two-or three-point response scales. The difference between this questionnaire form and those in the literature lay in the integration of paternal elements, which included paternal personality, paternal education level and paternal work status (S1 File).…”

Section: Questionnairementioning

confidence: 99%

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Family environmental risk factors for developmental speech delay in children in Northern China

Fan

Zhang

Qin

et al. 2021

Sci Rep

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Most reported risk factors for developmental speech delay (DSD) remain controversial, and studies on paternal influencing factors are rare. This study investigated family environmental risk factors for DSD in northern China. The medical records of 276 patients diagnosed with DSD at four centres between October 2018 and October 2019 were retrospectively analysed. A questionnaire was designed that contained items such as maternal age at the child’s birth, child sex, child age, birth order, family type and parental personality. Patients whose medical records lacked complete information for this investigation were contacted by e-mail or phone. Additionally, 339 families whose children received routine physical examinations at the four involved centres completed the survey. Data were collected, and potential risk factors were analysed using the t test or chi-square test; the obtained outcomes were subjected to multivariable logistic regression for further analysis. The multivariable regression showed that older maternal age at the child’s birth (OR = 1.312 (1.192–1.444), P < 0.001), introverted paternal personality (OR = 0.023 (0.011–0.048), P < 0.001), low average parental education level (OR = 2.771 (1.226–6.263), P = 0.014), low monthly family income (OR = 4.447 (1.934–10.222), P < 0.001), and rare parent–child communication (OR = 6.445 (3.441–12.072), P < 0.001) were independent risk factors for DSD in children in North China. The study results may provide useful data for broadening and deepening the understanding of family risk factors for DSD.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Questionnairementioning

confidence: 99%

See 1 more Smart Citation

Family environmental risk factors for developmental speech delay in children in Northern China

Fan

Zhang

Qin

et al. 2021

Sci Rep

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“…White [12], H. Chung, K. Farr, K. E. Pollock [13], E.I. Toki [14], T. Özdaş, A. SanemŞahlı, B. S. Özdemir, E. Belgin [15], P.J.Wang [16], S.R Zentall, B.J.Morris [17], D. P.Keating [18], J.E.V Lloyd, С.Hertzman [19], R. А. McDermott [20].…”

Section: Introductionmentioning

confidence: 99%

Psychological and pedagogical approach to accompanying students with delayed speech development in the context of digitalization

Abashina

Berdnikova²

2021

E3S Web Conf.

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The article discusses the psychological and pedagogical approach to accompanying young children with delayed speech development (delay in speech development manifests itself in a slower pace of mastering native speech by children under three years of age, underdevelopment of the vocabulary, lack of formation of expressive speech, lack of phrasal and coherent speech etc.). The purpose of the study is to develop a program of psychological and pedagogical support for young children with delayed speech development. During the testing of the program, special attention was paid to the processes of development of fine, general and articulatory motor skills of young children in various types of activity (play, cognitive, productive, communicative, etc.); the formation of mental processes (perception, thinking, memory, etc.); speech development of children (understanding of an adult’s speech, development of auditory perception, correction of sound pronunciation, formation of a passive vocabulary, an increase in the volume of an active vocabulary, development of coherent speech, grammatical structure of speech, etc.); interaction of specialists and parents of young children (teacher-psychologist, speech therapist, teachers, educators, medical personnel, etc.) using offline and online technologies (consultations, workshops, seminars, open classes, etc.). As a result of approbation of the program in young children with delayed speech development, there were positive changes in the formation of speech and non-speech functions (understanding of the speech of others, the formation of a dialogue form of speech, the development of the motor sphere, etc.).

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“…This stage is one of the most important in human development. The child masters nonverbal and verbal means of communication, perceives speech patterns of close adults around him, which is necessary for building his own speech utterance [1][2].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of folklore as a means of early speech therapy

Skuratovskaya

Klimkina

2020

E3S Web Conf.

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The article deals with the issue of mastering verbal and non-verbal means of communication by young children with delayed speech development. Modern ideas about the developing capabilities of folklore, its structural and speech features are analyzed. The results of diagnostics of the level of development of speech, expressive-mimic and subject-effective means of communication, sensorimotor and motivational-need levels of speech development of young children with speech development delay are presented.

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Comparison of anxiety and child-care education characteristics of mothers who have children with or without speech delays

Cited by 6 publications

References 12 publications

Family environmental risk factors for developmental speech delay in children in Northern China

Family environmental risk factors for developmental speech delay in children in Northern China

Psychological and pedagogical approach to accompanying students with delayed speech development in the context of digitalization

Effectiveness of folklore as a means of early speech therapy

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