Social emotional and academic impact of residual speech errors inschool-age children: A survey study

摘要

Children with residual speech errors face an increased risk of social, emotional and/or academic challenges relative to their peers with typical speech. Previous research has shown that the effects of speech sound disorder may persist into adulthood and span multiple domains of Activity Limitations and/or Participation Restrictions, as defined by the World Health Organization’s International Classification of Functioning, Disability and Health (ICF) model. However, the nature and extent of these influences varies widely across children. This study aimed to expand the evidence base on the social, emotional, and academic impact of residual speech errors by collecting survey data from parents of children receiving treatment for /r/ misarticulation. By examining both an overall measure of impact (weighted summed score) and responses to individual questions, the present study offers preliminary suggestions for factors that could be taken into consideration when making decisions pertaining to treatment allocation in this population.