Self-perceived competence and social acceptance of young children who stutter: Initial findings

Hertsberg, Naomi; Zebrowski, Patricia M.

doi:10.1016/j.jcomdis.2016.08.004

Cited by 11 publications

(5 citation statements)

References 87 publications

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“…The SDs are consistent with scale sensitivity to individual differences in perceived competence and acceptance among young children . This instrument is widely used for research with preschool-aged children, including the measurement of the effects of intellectual disability, stuttering, and obesity on self-concept and the effects of physical activity programs on self-concept …”

Section: Methodsmentioning

confidence: 57%

“…in perceived competence and acceptance among young children. 22 This instrument is widely used for research with preschool-aged children, including the measurement of the effects of intellectual disability, stuttering, and obesity on self-concept [31][32][33] and the effects of physical activity programs on self-concept. [34][35][36] There are 6 pairs of pictures for each domain, presented in a 2-alternative format.…”

Section: Key Pointsmentioning

confidence: 99%

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Self-perception in Children Aged 3 to 7 Years With Amblyopia and Its Association With Deficits in Vision and Fine Motor Skills

et al. 2019

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IMPORTANCE Deficits in fine motor skills and slow reading speed have been reported in school-aged children and adults with amblyopia. These deficits were correlated with lower self-perception of athletic and cognitive competence. Although perceived competence and social acceptance are key determinants of developing self-perception in young children, the association of amblyopia with self-perception and the association of altered self-perception with fine motor skills to date have not been reported for young children aged 3 to 7 years. OBJECTIVES To investigate whether amblyopia is associated with altered self-perception in young children and to assess whether any differences in self-perception are associated with deficits in vision and fine motor skills. DESIGN, SETTING, AND PARTICIPANTS In this cross-sectional study, conducted at a pediatric vision laboratory from January 10, 2016, to May 4, 2018, healthy children aged 3 to 7 years (preschool to second grade) were enrolled, including 60 children with amblyopia; 30 children who never had amblyopia but had been treated for strabismus, anisometropia, or both; and 20 control children. MAIN OUTCOMES AND MEASURES Self-perception was assessed using the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children, which includes the following 4 specific domains: cognitive competence, peer acceptance, physical competence, and maternal acceptance (total score range, 1-4; higher scores indicate higher perceived competence or acceptance). Fine motor skills were evaluated with the Manual Dexterity and Aiming and Catching scales of the Movement Assessment Battery for Children, second edition (score range, 1-19; higher scores indicate better skill performance). Visual acuity and stereoacuity also were assessed. RESULTS Children with amblyopia (28 girls and 32 boys; mean [SD] age, 6.3 [1.3] years) had significantly lower mean (SD) peer acceptance and physical competence scores compared with the control children (peer acceptance, 2.74 [0.66] vs 3.

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Section: Methodsmentioning

confidence: 57%

Section: Key Pointsmentioning

confidence: 99%

Self-perception in Children Aged 3 to 7 Years With Amblyopia and Its Association With Deficits in Vision and Fine Motor Skills

et al. 2019

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“…Negative social experiences could have consequences in terms of self-doubt about their ability to be competent communicators and lower self-esteem. In this regard, students who perceived their stuttering as more severe scored lower on the specific domains of self-esteem, social acceptance, and the ability to make close friends (Adriaensens, Beyers, & Struyf, 2015), and lower stuttering frequency was associated with greater perceived social acceptance (Hertsberg & Zebrowski, 2016).…”

Section: The Relationship With Teachers In Children Who Stuttermentioning

confidence: 94%

School adjustment in children who stutter: The quality of the student-teacher relationship, peer relationships, and children’s academic and behavioral competence

Berchiatti

Badenes‐Ribera

Ferrer

et al. 2020

Children and Youth Services Review

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The aim of this study was to investigate the quality of the student-teacher relationship, peer relationship, emotional and behavioral outcomes and academic performance in school adjustment of children who stutter. Methods: The convenience sample consisted of 536 children -62 affected by stuttering and 474 in the control groupand 36 prevalent teachers from six primary and secondary schools in Northwest Italy. Children were assessed with a sociometric questionnaire. Teacher evaluations were also used to assess their perception of their relationships with the student (Student-Teacher Relationship Scale), children' behavior (Strengths and Difficulties Questionnaire), and children's academic competence. Chi-squared tests, t tests, bivariate correlations, and Multivariate Analysis of Variances (MANOVAs) controlling for the students' social status in the peer group were used to analyze the data. Results: The chi-squared test showed that children who stutter were more unpopular and rejected by peers than expected. The results of several MANOVA 2 (presence of stuttering in children) × 5 (students' social status in the peer group) tests performed on study variables showed greater difficulty on the teacher's part to establish a relationship based on affective closeness with mainstream students that are unpopular and rejected by classmates, but not with children who stutters. Children who stutter also showed high levels in Hyperactivity and low academic outcomes. Conclusions: Findings suggest to teachers the need to meditate on school well-being of children who stutter in order improve their social inclusion in the classmates group, and provide researchers with an in-depth knowledge about the effect of stuttering on children's school adjustment. The student-teacher relationship quality in students who stutter StutteringStuttering is a complex and multifaceted developmental disorder within which linguistic, speech-motor, physiological, cognitive, and emotional factors all play significant roles (e.g., Conture & Walden, 2012). Common symptoms of stuttering are recurrent prolongations, reverberations, or blocks of sounds, syllables, phrases, or words, while simultaneous manifestations can include facial grimacing, tremors of muscles used in speech, and eye blinks, in addition to the evasion of words or circumstances that aggravate stuttering episodes (Maguire, Yeh, & Ito, 2012).Around 5% of children are affected by stuttering, also known as childhood-onset fluency disorder (American Psychiatric Association, 2013) or stammering. Overall, approximately 80-90% of stuttering starts at the age of 6 (Maguire et al., 2012), with an average age at onset of 30-36 months and a lifetime incidence of 5-8% (Erdemir, Walden, Jefferson, Choi, & Jones, 2018).Repeated communicative difficulties can have a negative influence on the lives of children who stutter (CWS;McAllister, 2016). CWS often appear to be shy, introverted, and not outgoing, as a result of the fear of being mocked by others, and they may be victims of aggression as a

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“…On the contrary, other studies report no differences between the two groups, as for self-esteem and self-perception. Hertsberg and Zebrowski (2016), who examined children from 4 to 6 years old by using the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (Harter and Pike,1984) reported no significant differences between children with CoFD and their controls as far as self-perception is concerned. Yovetich et al (2000), by using the Culture Free Self-Esteem Inventory, 2 nd Edition (Battle, 1981), found similar reports of self-esteem in children whether they had CoFD or not, and, thus, they concluded that CoFD does not play an important role in self-esteem development.…”

Section: Introductionmentioning

confidence: 99%

The role of self-perceived academic competence in children with childhood-onset fluency disorder

Μαρτζούκου

Siafaka

2022

Child Language Teaching and Therapy

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The aim of the present study was to investigate the five different components of self-perception (academic competence, social acceptance, athletic competence, physical appearance and school behavior), and to identify the dimensions that affect self-esteem in children with Childhood onset Fluency Disorder (CoFD). The study sample consisted of thirty children with CoFD and, as controls, thirty children without CoFD, aged from 9 to 11;7 years old. The following instruments were used: (1) the Greek version of Self-Perception Profile for Children (SPPC), (2) the “Children's Phonetic and Phonological development assessment” and, (3) a demographic characteristics form. Results revealed that while children with CoFD did report lower perceived academic competence than did those of the control group, and their academic competence self-perception shaped both their self-esteem and their school behavior self-perception. Moreover, academic competence self-perception was found to mediate in the relationship between CoFD, self-esteem and school behavior self-perception. Perceived academic competence in children with CoFD is linked to self-esteem and perceived school behavior, and this may impact on their relationships, emotional health and overall well-being. Health professionals should become able to estimate coexisting psychological difficulties and negative behaviors of parents or teachers that may affect the children's self-esteem. Furthermore, they should be able to suggest targeted psychological interventions for children and parents, while in the same frame teachers need to be properly trained about the management of stuttering in the classroom. The role of the speech therapist in the school context for in-service provision of information is therefore considered to be of paramount importance.

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Self-perceived competence and social acceptance of young children who stutter: Initial findings

Cited by 11 publications

References 87 publications

Self-perception in Children Aged 3 to 7 Years With Amblyopia and Its Association With Deficits in Vision and Fine Motor Skills

Self-perception in Children Aged 3 to 7 Years With Amblyopia and Its Association With Deficits in Vision and Fine Motor Skills

School adjustment in children who stutter: The quality of the student-teacher relationship, peer relationships, and children’s academic and behavioral competence

The role of self-perceived academic competence in children with childhood-onset fluency disorder

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