| Summary: | 碩士 === 靜宜大學 === 青少年兒童福利研究所 === 97 === Abstract
This study aims to discuss the peer relationships of children who suffer from articulation disorders. The purpose of this study is to understand their peer relationships and analyze the affects articulation disorders have on children. The rating scale of sociometry was first applied to obtain the sociometric status of the children who suffer from articulation disorders, and then the semi-structured in-depth interview was taken. The author interviewed their peers, teachers, main caregivers and the children themselves. At last, the author took the physical observation on the children’s interactions with their peers. The results are as follows:
1. Due to the limitation of speech abnormalities, children suffering from articulation disorders have trouble communicating with their peers. It has therefore harmed their peer relationships. Children with severe syndrome are more easily to get pushed out of the group.
2. While interacting with their teachers and peers, children suffering from articulation disorders often replace verbal languages with nonverbal languages because of their weak linguistic competence.
3. Children suffering from articulation disorders tend to interact more with their teachers than their peers. They pass on interacting signals to adults who will usually give more feedbacks.
4. They often use uncomfortable or imperative phrases. Since they couldn’t undertake complete verbal communications with their peers, they often use simple and short sentences, which might sound impolite to their peers and thus get excluded.
5. When they cannot effectively use verbal languages to communicate with others and learn, they tend to over indulge their negative emotions. Their behavior will tend to be more silent, shy, lack of emotion regulation and attention.
6. They don’t know how to get in the linguistic interactions among their peers in group discussions. As a result, they get pushed out of the group and not able to fit in the groups. They will be phased out of the group.
7. Not being good at using verbal languages to communicate and seldom using verbal communications make them think faster than they talk. Since they can’t use much vocabulary, their sentences are obviously more childish than kids of the same age.
8. They cannot use verbal languages to clearly express themselves, so they have to use nonverbal languages to quickly guide others to understand them. However, their peers might not agree with their nonverbal communicating interactions.
9. When they use verbal languages to communicate with the peers, they are not usually good at using them to exchange views. They sometimes behave improperly to the messages from their peers because of their overly self-defense and their fear of frustrations.
Key words: Articulation Disorders, Peer Relationships, Sociometric Status
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