نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری روان شناسی، دانشکده روان شناسی و علوم تربیتی، واحد تهران مرکزی، دانشگاه آزاد اسلامی ، تهران، ایران
2 استادیار گروه روان شناسی، دانشکده روان شناسی و علوم تربیتی، واحد تهران مرکزی، دانشگاه آزاد اسلامی ، تهران، ایران
3 استادیار گروه گفتار درمانی، دانشکده توانبخشی، دانشگاه علوم پزشکی اصفهان، اصفهان، ایران
4 دانشیار گروه روان شناسی کودکان استثنایی، دانشکده روان شناسی و علوم تربیتی، دانشگاه اصفهان، اصفهان، ایران
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Background and Aims: Speech sound disorders are a type of communication disorder where normal speech acquisition is disrupted. Children with speech sound disorders, make speech sound errors that may impact speech intelligibility for others. Factors and variables associated with this disorder have been the matter of investigation in some studies: Hoewer, for the present study, the relationship among neuropsychological skills (Memory skill and visuospatial skill), parenting styles (authoritarian, authoritative, and permissive), and mother''''''''''''''''s depression with speech sound disorder has been investigated in a single model.
Materials and Methods: The nature of this study is an analytical descriptive, and the correlation method of Structural Equation Modeling (SEM) is used to examine the data. A total of 117 preschool children (age 4–6 years) with speech sound disorders were recruited, using purposive sampling from among speech and language therapy clinics, and also through kindergarten screening method using Ahmadi and colleagues test. Conners neuropsychological rating scale, Baumrind''''''''''''''''s parenting styles, and Beck depression inventory are applied to each subject and then completed by mothers. The data was analyzed by employing the AMOS software using the correlation, regression, path analysis, and structural equation methods.
Results: The statistical analysis showed that the correlation and effect of memory skills on speech sound disorders are significant (p = 0.023 < 0.05). However, it is not significant with the mediating role of parenting styles (authoritarian style: p = 0.715, authoritative style: p = 0.306, and permissive style: p = 0.689) and mother depression (p = 0.531 > 0.05). On the other hand, the correlation and effect of visual-spatial skill, despite being a strong and remarkable variable, on speech sound disorders is not significant (p = 0.054 > 0.05). There is also no significant correlation and effect of visual-spatial skill on speech sound disorders with the mediating role of parenting styles (authoritarian style: p = 0.497, authoritative style: p = 0.268, and permissive style: p = 0.949) and mother depression (p = 0.414 > 0.05).
Conclusion: The results revealed that memory and visual-spatial skills have a significant direct correlation and effect on speech sound disorder, and the more memory and visual-spatial problems, the more errors in sounds (phonemes) there will be. The correlation and effect of memory and visual-spatial skills on speech sound disorders with the mediating role of parenting styles and mother depression are not considerable.
کلیدواژه‌ها [English]
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