Speech Therapy and Social Emotional Competence in Young Children
Faculty Mentor(s) Name(s)
Dr. Tsu-Ming Chiang
Abstract
Past studies showed intensive speech therapy increased confidence and social participation (Pennington et al., 2020). Parents of children in intensive speech therapy reported improvements in speech production and speech intelligibility in their children, and they indicated that the therapy led to more successful conversations with people from a wide range of environments (Pennington et al., 2020). Parents of children in another program noted improvements in both expressive and receptive language and also described that their child’s quality of life improved after therapy due to increased interaction with siblings and friends, improved attention, emotions, and academic performance (Thomas-Stonell et al., 2009). They had a more positive self-concept, higher self-esteem, better social relationships, and less anxiety compared to peers in a control group. (Peyvandi et al., 2018). Additionally, greater parental participation predicted better therapy outcomes by increased self-confidence (Souza et al., 2015). Other studies recently showed that preschool children affected by COVID-19 are experiencing significant problems with verbal language and social communication (Erbay & Tarman, 2022). Increased screen time, distance education, limited exposure to the social environment, and lower family interaction likely contributed to the negative impact (Erbay & Tarman, 2022). Children with already-known language delays experienced a higher decrease in language production as a consequence of COVID-19 interruptions (Hsu & Wong, 2023). This study examines the relationship between different types of speech therapy and the social-emotional outcomes in young children (ages 3 to 5). This is a group of children who are most likely impacted by the COVID-19 pandemic. Teachers are asked to rate these children's social-emotional behaviors using Social Competence Behavioral Evaluation forms (LaFreniere, et at. 1995) before and after the therapies, and children are being observed for their classroom behaviors. Results will be shared at the conference.
Start Date
27-3-2024 10:00 AM
End Date
27-3-2024 10:50 AM
Location
Magnolia Ballroom
Speech Therapy and Social Emotional Competence in Young Children
Magnolia Ballroom
Past studies showed intensive speech therapy increased confidence and social participation (Pennington et al., 2020). Parents of children in intensive speech therapy reported improvements in speech production and speech intelligibility in their children, and they indicated that the therapy led to more successful conversations with people from a wide range of environments (Pennington et al., 2020). Parents of children in another program noted improvements in both expressive and receptive language and also described that their child’s quality of life improved after therapy due to increased interaction with siblings and friends, improved attention, emotions, and academic performance (Thomas-Stonell et al., 2009). They had a more positive self-concept, higher self-esteem, better social relationships, and less anxiety compared to peers in a control group. (Peyvandi et al., 2018). Additionally, greater parental participation predicted better therapy outcomes by increased self-confidence (Souza et al., 2015). Other studies recently showed that preschool children affected by COVID-19 are experiencing significant problems with verbal language and social communication (Erbay & Tarman, 2022). Increased screen time, distance education, limited exposure to the social environment, and lower family interaction likely contributed to the negative impact (Erbay & Tarman, 2022). Children with already-known language delays experienced a higher decrease in language production as a consequence of COVID-19 interruptions (Hsu & Wong, 2023). This study examines the relationship between different types of speech therapy and the social-emotional outcomes in young children (ages 3 to 5). This is a group of children who are most likely impacted by the COVID-19 pandemic. Teachers are asked to rate these children's social-emotional behaviors using Social Competence Behavioral Evaluation forms (LaFreniere, et at. 1995) before and after the therapies, and children are being observed for their classroom behaviors. Results will be shared at the conference.