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Effects of Preschool Speech Sound Disorder on School Age Activities · Participation

김수진|Eun-Young Seo
한국청각언어재활학회 (Korean Academy of Audiology)|2022.04|Audiology and Speech Research|제18권 제2호|pp. 118-130

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키워드

participationActivitiesLongitudinal analysisICFSpeech sound disorderMultilevel growth model.

초록

Purpose: Childhood speech sound disorders are related to a variety of problems, and it is important to identify and minimize problems. This study divided groups based on speech abilities and examined differences in the developmental trajectories of activities ∙ participation, and the effect of child factors and environmental factors on the developmental trajectories in activities ∙ participation. Methods: Using the Panel Study on Korean children for the 7th and 9th years, the groups were classified into typically developing, having mild speech sound disorder, and having moderate speech sound disorder based on speech ability. Through multilevel growth model analysis, each group was examined for developmental trajectories in activities ∙ participation in the first and second grades and analyzed the impact of child factors and environmental factors on developmental trajectories. Results: The group with speech sound disorders received low rating scores in various areas of activities ∙ participation in the first and second grades. The child factors and environmental factors contained different effects on each group. Activities ∙ participation of speech sound disorders affected the executive function, school preference, school environment, school location, and childcare policies. Conclusion: This study provides a basis for the need for various types of institutional support to be provided to children with speech sound disorders by showing the effect of speech sound disorders on the performance of children’s life functions, and by examining the effect of child factors and environmental factors on the patterns of developmental trajectories.

Abstract

Purpose: Childhood speech sound disorders are related to a variety of problems, and it is important to identify and minimize problems. This study divided groups based on speech abilities and examined differences in the developmental trajectories of activities ∙ participation, and the effect of child factors and environmental factors on the developmental trajectories in activities ∙ participation. Methods: Using the Panel Study on Korean children for the 7th and 9th years, the groups were classified into typically developing, having mild speech sound disorder, and having moderate speech sound disorder based on speech ability. Through multilevel growth model analysis, each group was examined for developmental trajectories in activities ∙ participation in the first and second grades and analyzed the impact of child factors and environmental factors on developmental trajectories. Results: The group with speech sound disorders received low rating scores in various areas of activities ∙ participation in the first and second grades. The child factors and environmental factors contained different effects on each group. Activities ∙ participation of speech sound disorders affected the executive function, school preference, school environment, school location, and childcare policies. Conclusion: This study provides a basis for the need for various types of institutional support to be provided to children with speech sound disorders by showing the effect of speech sound disorders on the performance of children’s life functions, and by examining the effect of child factors and environmental factors on the patterns of developmental trajectories.

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