دانلود مقاله اثر برنامه آموزشی زمانی شنیداری بر روان گفتاری کودکان مبتلا به لکنت رشدی
خلاصه
معرفی
مواد و روش ها
نتایج
بحث
در نتیجه
حق مشارکت AcknAuthor
تضاد منافع
منابع
Abstract
Introduction
Materials & Methods
Results
Discussion
In Conclusion
AcknAuthor’s Contribution owledgment
Conflict of interest
References
چکیده
اهداف مطالعه حاضر با هدف بررسی تأثیر یک برنامه آموزشی شنوایی مبتنی بر پردازش زمانی بر کاهش شدت لکنت در کودکان مبتلا به اختلالات پردازش زمانی شنوایی است.
مواد و روش‌ها سی و یک کودک مبتلا به لکنت با تشخیص اختلالات پردازش زمانی شنوایی در این مطالعه شرکت کردند (گروه مداخله: 17 شرکت‌کننده بین هفت تا 12 سال؛ گروه کنترل: 14 شرکت‌کننده بین هشت تا 12 سال). آزمون پردازش زمانی شنوایی و ابزار شدت لکنت 3 (SSI-3) قبل و بعد از 12 جلسه (نزدیک به 540 دقیقه) تمرین و سه ماه پس از پایان مداخله مورد بررسی قرار گرفت.
بر اساس نتایج، پردازش زمانی شنوایی در گروه مداخله پس از آموزش شنوایی مبتنی بر پردازش زمانی به طور قابل توجهی بهبود یافت. همچنین تفاوت بین گروه مداخله و کنترل معنی دار بود (05/0>P). بهبود مهارت‌های پردازش زمانی شنوایی در ارزیابی پس از تمرین پس از سه ماه ثابت ماند (05/0P>). اگرچه نمره SSI-3 در گروه مداخله تا حدودی بهبود یافته بود، اما تفاوت معنی داری بین دو گروه مشاهده نشد (984/0=P).
نتیجه‌گیری یافته‌ها نشان داد که آموزش پردازش زمانی شنوایی به‌عنوان یک درمان مکمل برای کاهش شدت لکنت کودکان مبتلا به اختلالات پردازش زمانی شنوایی تا حدی عمل می‌کند.
Abstract
Objectives
to investigate the effect of auditory temporal processing training on the alleviation of stuttering severity in children who stutter (CWS) diagnosed with auditory temporal processing (ATP) disorders.
Materials & Methods
Thirty-one (31) CWS diagnosed with ATP disorders participated in this study (intervention group: 17 participants between 7 to 12 years old; control group: 14 participants between 8 to 12 years old). The ATP test and SSI-3 were examined before, after 12 sessions (about 540 minutes) training, and three months following the conclusion of the intervention.
Result
According to the results, ATP improved significantly in the intervention group after auditory temporal training and the differences between the intervention and control group were significant (p<0.05). The improvement of ATP skills remained stable in the post-training evaluation after three months (p>0.05). Although the SSI-3 score was further improved in the intervention group, but there was no significant difference between two groups (p=0.984).
Conclusions
The findings revealed that ATP training acted as a complementary therapy alleviating stuttering severity of CWS with ATP disorders to some extent.
Introduction
Stuttering is a well-known speech fluency disorder with primary symptoms such as involuntary and abnormal repetitions and prolongations of sounds, syllables, words, phrases, and silent pauses that disrupt the rhythmic flow of speech(1). With a prevalence rate of 2-5%, this disorder emerges mainly at 3-6 years of age nearby 1% of this population will continue to have persistent stuttering until adulthood (2). Stuttering is neurodevelopmentally (3), associated with several factors(4). Numerous studies and theories point to defective neural centers for speech control, auditory processing disorders, genetic and language impairments, and other cognitive, emotional, and social processing as the underlying causes of stuttering (5).
Currently, the basic neurogenic knowledge of stuttering is not directly linked with clinical programs(6). More promising and effective management and treatment of stuttering appear to be more logically rooted in its potential neural mechanisms (6, 7). Several studies and theories highlight the auditory system, its associated processing, and its roles, which might be the structures linked with this disorder (8).
Results
Demographic data for each group are shown in (Table 1). Children in both groups had a Stuttering Severity Instrument-3 (SSI-3) range of very mild to moderate (score 8-27).
3.1. Analyzing the Effect of Auditory Temporal Training on ATP Test Scores
In this section, data related to ATP tests before, immediately, and three months after auditory temporal training are compared between the intervention and control groups.
3.1.1. Duration pattern test
Table 2 shows a significant difference between the three interventions Duration pattern tests measurement levels (Table 2). The pairwise comparison test, by considering the Bonferroni adjustment indicated that the post-training (session 13) scores of the intervention group improved remarkably (right and left ear: P<0.001). An improvement was also observed in the control group, albeit non-significant (right ear: P=1.0, left ear: P=0.468). The analysis of the resulting stability revealed persistent improvement in the intervention group based on the post-training evaluation after three months (right ear: P=0.005, left ear: P=0.012). No significant difference was observed in the control group’s scores after three months (right ear: P=0.396, left ear: P=1.0). The between-subject primary effect test, found a significant difference between the intervention and control groups across the three measurement levels (P<0.001). The interaction of time and group was substantial (P<0.001) (Table 2).