THE EFFECTIVENESS OF A COGNITIVE PROGRAM DIRECTED AT CHILDREN WITH STUTTERING FROM 6 TO 12 YEARS OF AGE
Abstract
In this study, we aim to analyze the effectiveness of cognitive programs targeting children who stutter between the ages of 6 and 12 years, from a psychological and social theoretical perspective. We explore the theoretical foundations of stuttering and its psychological and social impacts, focusing on the central role of cognitive factors in the continuation of this cycle. The study examines the essential components of cognitive programs, including cognitive restructuring, emotion management, and sociocognitive adaptation, and evaluates leading treatment models such as integrated programs and acceptance and commitment programs.
The results reveal that cognitive programs significantly contribute to improving children's mental health and social integration by breaking the vicious cycle of negative thoughts and anxiety that fuel the disorder. The study also highlights the importance of family and school support as an important factor in enhancing the effectiveness of these programs. We conclude this study by emphasizing the importance of adopting an integrated and comprehensive approach to stuttering treatment, combining cognitive and behavioral interventions with environmental support.
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Guitar, B. (2019). Stuttering: An Integrated Approach to its Nature and Treatment (5th ed.). Walters Kluwer Health.
Yaros, J. S., and Reardon-Reeves, N. A. (2017). Treating Stuttering in Early Childhood: A Practical Guide. Stuttering Therapy Resources.
Al-Sayed, M. A. (2020). The Effectiveness of a Cognitive Behavioral Program in Reducing Stuttering Severity and Improving Self-Concept in Elementary School Students. Journal of Educational and Psychological Sciences, 4(2).
Blumgart, E., Tran, Y., & Craig, A. (2018). Social anxiety disorder in adults who stutter. Journal of Fluency Disorders, 55.
Boyle, M. B. (2015). The relationship between psychosocial factors and quality of life in adults who stutter. *American Journal of Speech-Language Pathology, 24*(1).
Connery, A., McCurtain, A., & Robinson, K. (2020). The lived experience of stuttering: A qualitative meta-analysis. International Journal of Language and Communication Disorders, 55(4).
Cook, S., Donlan, C., & Howell, P. (2013). Stuttering and social anxiety in children: A systematic review. Journal of Fluency Disorders, 38(4).
Ifrach, L., & Raby, R. M. (2014). Social anxiety disorder and stuttering: current status and future directions. Journal of Fluency Disorders, 40,
Jackson, E. S., Yaros, J. S., Koisal, R. W., Terranova, F., and Willen, D. H. (2015). Self- efficacy and quality of life in adults who stutter. Journal of Fluency Disorders,
Langevin, M., Backman, A., and Onslow, M. (2010). Parents' perceptions of the impact of stuttering on their preschool children and themselves. Journal of Communication Disorders, 43(5),
Menzies, R. J., O'Brien, S., Onslow, M., Backman, A., St. Clair, T., and Block, S. (2008). A pilot clinical trial of a cognitive behavioral therapy package for chronic stuttering. Journal of Speech, Language, and Hearing Research, 51(6),
Mohammed, A. H. (2021). The Psychosocial Effects of Stuttering in Children and Their Relationship to Academic Achievement. Journal of Counseling Psychology, 15(3),
Nang, S., Hirsch, D., Melton, K., and Lau, S. R. (2018). The Impact of Stuttering on the Development of Self-Identity, Relationships, and Quality of Life. Journal of Communication Disorders, 71,
Smith, K. A., Ifrach, L., O'Brien, S., Kefaleanu, E., and Riley, S. (2014). The Anxiety of Children and Adolescents Who Stutter: A Review. Journal of Fluency Disorders, 40,
Tran, Y., Blumgart, E., and Craig, A. (2018). Personal Distress Associated with Chronic Stuttering. Journal of Fluency Disorders, 57
Yaros, J. S., and Kisal, R. W. (2006). The Comprehensive Assessment of Speaker Experience with Stuttering (OASES): Documenting multiple outcomes in stuttering treatment. Journal of Fluency Disorders, 31(2).
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