نقش مولفه هاي عاطفي و اجتماعي آزمون كالمز با ويژگي هاي جمعيت شناختي دانش آموزان داراي لكنت زبان شهر يزد

The Role of Emotional and Social Components of Calms Test and Demographic Characteristics of Students with Stuttering in Yazd City

لكنت زبان يك اختلال چند وجهي است كه در جريان طبيعي گفتار فرد روي مي دهد و تغييرات رفتاري، عاطفي، اجتماعي و نگرشي متفاوتي را به همراه خواهد داشت. از اين رو، ارزيابي اين تغييرات به وجود آمده در طي لكنت، يك جنبه اصلي و حياتي در درمان اين اختلال محسوب مي شود. پژوهش حاضر با هدف بررسي رابطه ميان مولفه هاي عاطفي و اجتماعي آزمون كالمز با ويژگي هاي جمعيت شناختي دانش آموزان داراي لكنت زبان انجام شد. روش بررسي اين پژوهش يك مطالعه تحليلي و به صورت مقطعي (10 ماهه) بود. نمونه پژوهش شامل 74 دانش آموز 7 تا 14 ساله بود كه به شيوه نمونه گيري در دسترس از كلينيك هاي گفتار درماني شهر يزد سال 1399 انتخاب شدند. به منظور جمع آوري داده ها، از آزمون كالمز و فرم اطلاعات جمعيت شناختي استفاده شد. براي تجزيه و تحليل داده ها نيز از نرم افزارversion 16 SPSS و آزمون هاي ضريب همبستگي پيرسون، تي مستقل و تحليل واريانس يك راهه استفاده شد. نتايج يافته ها نشان داد كه بين مولفه عاطفي با مولفه اجتماعي و سن دانش آموزان داراي لكنت زبان رابطه مثبت معنادار وجود دارد (0/05>p). با اين وجود بين مولفه هاي عاطفي و اجتماعي با پايه هاي تحصيلي دانش آموزان تفاوت معناداري يافت نشد (0/05

Stuttering is a multifaceted disorder that occurs in the natural course of a person’s speech, which accompanied with different behavioral, emotional, social, and attitudinal changes. Therefore, assessing these changes during stuttering is a vital aspect of treating this disorder. This study was done to investigate the relationship between emotional and social components of Calms Test and demographic characteristics of students with stuttering. Methods: This study was an analytical cross-sectional study (10 months). The sample consisted of 74 students aged 7 to 14 years who were selected by available sampling methods from Speech Therapy Clinics of Yazd in 2020. Calms Test and demographic characteristics questionnaire were used to collect the data. Data were analyzed using SPSS version 16 software, Pearson correlation coefficient, independent t-test and one-way analysis of variance. Results: Findings showed that there were significant positive relationship between emotional with social component and the age of students with stuttering (p <0.05). However, no significant difference was found between emotional and social components and students' educational levels (p <0.05). Other results showed that male students with stuttering had a better social component than female students. Conclusion: Assessing the emotional and social components of people with stuttering can examine their knowledge, perception, as well as their sensitivity to the disorder, which is very effective in choosing a treatment strategy.