The influence of interpersonal communication disorders on the

Transkrypt

HEALTH AND WELLNESS 4/2014
WELLNESS AND SOCIETY
CHAPTER XIII
1
Faculty of Humanities
Faculty of Health Science
The Jan Kochanowski University in Kielce
Uniwersytet Jana Kochanowskiego w Kielcach
2
3
University of Business and Enterprise in Ostrowiec Świętokrzyski
Wyższa Szkoła Biznesu i Przedsiębiorczości,
Wydział Pedagogiki i Nauk o Zdrowiu
STARZ ROMAN1, MARKOWSKA MAŁGORZATA2,
NOWAK-STARZ GRAŻYNA2, ZBOINA BOŻENA3
The influence of interpersonal communication disorders
on the functioning of schoolchildren
Wpływ zaburzeń w komunikacji interpersonalnej
na funkcjonowanie uczniów
INTRODUCTION
Sensory disability, and in a sense this is how speech disorders could be treated,
causes inhibition of a child’s activity and their ability to participate in the life of
their class at school. A schoolchild with speech defects or one that stutters can feel
worse than their peers due to the impaired ability to communicate, which in turn has
the effect of not being able to meet their psychological and social needs, becoming a
source of stress. Difficulties in starting positive and equivalent relationships with the
environment are social and individual concerns; from the social point of view they
are equivalent to maladaptation; from an individual aspect, they are hindrance to
fulfilling, amongst others, the need to affiliate, in other words the need for mutually
positive contacts. A prolonged deprivation of this need may lead to permanent personality disorders. Speech disorders may affect not only the psychological and social
adaptation of a child, but also cause maladaptation to learning at school. This is
reflected the most in learning to read, which dominates in the early years of education. Failures in learning at school together with difficulties in obtaining social acceptance may lead to reluctance to school and the environment.
In the light of results from research carried out throughout the world, the level of
intellectual maturity determines a good disposition and motivation towards learning,
attaining achievements, developing skills as well as interests and creativity, it also
determines good relations between members of a school community and a sense of
satisfaction from the school. Because language is connected with thinking - as the
Wellness and society
highest form of the brain hemispheres' cortex analytical-synthetic functions - as well
as all consciousness and every psychological process it was assumed during the
research herein presented that a stuttering pupil or one with speech defects can feel
worse off from his/her peers because of their handicapped ability to communicate
which in turn affects the inability to satisfy psychological and social needs and becomes a cause of stress.
Speech disorders influence not only the child's psychological and social adaptation but also his/her school learning maladjustment. Learning to read, which dominates in the early years of learning, is most affected. Failures in school learning
together with acquiring social acceptance difficulties can cause aversion towards
school and surroundings. The goal of the presented research was to establish the
connection between mental development level, school results and social activity at
school of children with interpersonal communication difficulties caused by speech
disorders.
Social development, health and education relations have their beginning as early
as the definition stage. Proper development from the moment of birth throughout
every stage of ontogenesis as well as health interpreted holistically as a physical,
mental and social well-being (and not just an absence of illness or handicap); and
more so an ability to adapt positively and perform social roles enable the child to
begin education at school, regular attendance and effective studying. This is so,
because development and health seen in this manner promote a good disposition and
motivation towards learning, attaining achievements, developing skills and interests
as well as creativity, more so they determine good relationships between the members of a school society and a feeling of satisfaction from learning.
The basic form of a child's action in the school period is learning. A good state of
health allows the child for physical exercise related to commuting to school, sitting
at the desk for several hours, overcoming weariness and tiredness from mental work,
solving sometimes difficult conflicts arisen in a school situation. Furthermore a
properly developing child, enjoying a good state of health and an immunity to various diseases resulting from it, is not at risk of frequent absence at school, which also
has a significant meaning in achieving results in learning. Physical fitness, dexterity,
endurance allow the child to participate in fun and motor games, in physical exercise
lessons, in sport competitions in a way that brings much satisfaction and meets social needs. A good level of morpho-functional development, correct analyser activities: optical, aural, tactile, kinaesthetic account for the basis of a good social adaptation.
The significance of proper speech development should also be mentioned in the
shortened depiction of conditions in which a child takes on the role of a pupil. The
pupil's speech, while remaining a tool of social communication, becomes ever more
connected with reasoning, allowing the child for an ever more perfect perception of
reality and a more rational functioning in it. A child with health state and developmental deviations most often does not have an equal start in adapting to the group of
peers at school, if compared to healthy and properly developing children. The causes
are diverse and complex.
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Starz Roman, Markowska Małgorzata, Nowak-Starz Grażyna, Zboina Bożena
MATERIAL AND METHOD
The research was carried out in the school year 2012/13. 1843 children aged 10
were studied, pupils of 3rd year classes in elementary schools both in the urban and
country environments. In the researched group 1731 children did not have speech
disorders and 312 did. In the overall number of 312 pupils with speech disorders 185
(75,89%) of them were boys and 127 (24,11%) girls. Amongst the pupils with
speech disorders two distinct groups can be singled out, depending on the type of
impediment: 47,4% of the researched consisted of stuttering pupils, 44,6% had articulation impediments and 8% were counted as the "other" group. Materials obtained as a result of the research were verified and grouped in regard to variables.
The material was elaborated statistically, the following were calculated: mean value
(x), standard deviation (s), mean value standard error (E_x), coefficient of variation
(V), relevance of mean differences for the researched features defined by the /t^0/
statistical test. In order to explain phenomena and define factors that make up different processes statistical dependence has been determined, in most cases using nonparametric tests (chi-square) and special correlation methods.
RESEARCH RESULTS
1. THE LEVEL OF MENTAL DEVELOPMENT OF EXAMINED
CHILDREN WITHOUT DISORDERS IN THE LIGHT OF J.C. RAVEN
TEST RESULTS
The characteristics of the pupils' mental development were made based on results
of J. C. Raven Psychological Test, which is used to examine various mental dispositions, including the ability to think. The results of 1731 3rd grade pupils from primary schools in the city and countryside were put under analysis.
Amongst the 1731 pupils included in the research 24.8% of pupils obtained very
low and low results in the J.C. Raven Test placed in the 14-21 pts range, which
equals 5-10 centile. 11.1% of the examined found themselves in the very high and
high group of results, for which a range of above 44 pts was set, which equals above
90 centile. The analysis of J.C. Raven Test results of 3rd grade pupils from schools
in the city and rural environment (figure 1) indicates that with a similar percentile
number of 3rd grade pupils with low results (25% in the city, 24.5% in the countryside), there were close to a half more with very high and high results in the rural
environment (7.5% in the city, 17% in the countryside).
Calculated statistical tests, which for the distribution of variables in the case of
the examined schoolchildren are chi^2=48.279 > chi^2_0.001=22.457, Cramer's V =
0.172, confirm the existence of a relation between test results and the environment
from which the examined originate.
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2 = 48,279 >2 0,001;6 = 22,457, Cramer’s V = 0,172
Figure 1. J. C. Raven Test results for primary school IIIrd grade pupils divided according to environment
An analysis of test results with division according to gender was also carried out.
Among 3rd grade pupils very low and low results were more often obtained by boys
rather than girls (13.4% boys and 11.5% girls). This is different in the case of high
and very high results (90-95 centile). 4.5% of examined boys and 6.7% of girls from
3rd grades were found in this selection scope of results.
Calculated tests and determined statistical significances, which for the examined
from 3rd grades are chi^2=18.385 > chi^2_0.001;6 = 16.182, Cramer's V = 0.106,
confirm the existence of a relation between point results obtained by the examined.
1.1. The level of mental development of children with interpersonal communication disorders
Test research results (J.C. Raven Test) in groups of schoolchildren with speech
disorders indicate that amongst 112 pupils of 3rd grades 34.0% obtained very low
and low results (in the 14-21 pts scope), which equals 5-10 centile. 8.1% pupils of
those grades were found in the very high and high group of results (in the above 44
pts scope, which equals results above 90 centile).
It is affirmed among pupils with speech disorders, as in the entire material, that
examined pupils from schools in the countryside more often obtained very high and
high results (44 pts, which equals a level of above 90 centile) than their peers from
the city.
194
2 = 12,020 >2 0,05;6 = 12,592, Cramer’s V = 0,327
Figure 2. J. C. Raven Test results for primary school IIIrd grade pupils with interpersonal communication disorders divided according to environment
1.2. A comparison of J.C. Raven Test results of pupils without and with speech
disorders
Percentile results and centile norms as well as arithmetical averages of raw results were taken into account in the comparison. Differences between average results
of pupils without disorders and with disorders were verified in respect to statistical
significance. The stated point difference of examined from 3rd grades equals 1.816
pts (p < 0.131). Results were presented in table I.
The comparison of J.C. Raven Test results indicates that mental development of
pupils with disorders is progressing similarly to that of pupils without disorders.
Table I. Mean values comparison ( x ) of the J. C. Raven Test for primary school
IIIrd grade pupils without disorders and with interpersonal communication disorders
Examined group
x
s
Pupils without speech disorders 29,521 12,349
Pupils with speech disorders 27,705 11,756
Difference
(d)
1,816
t°
Hypothesis
p
verification
01,510
Ho=0
P < 0,131
2. THE EXAMINED CHILDRENS' RESULTS IN LEARNING
One of the aspects of a school's pupils' adaptation to school conditions are their
results in learning. Very good results in learning increase the level of social acceptation (especially in lower grades) and a pupil's score for high rankings in a team. A
pupil with very good and good notes in school has an easier social contact in the
school environment. This in effect leads to the shaping of a positive attitude towards
the surroundings and a better adaptation. School notes are moreover the basic criterion of mutual relationships between teachers, pupils and parents.
195
A belief has taken form among different social groups that a pupil, who is learning appropriately is fulfilling the tasks that are set upon him by the family and
school. Those achieving very good results in learning receive respect at school and
at home, and at a lower level of teaching also among peers.
Apart from simple analyses, correlation relationships between average notes in
Polish and Mathematics of children without disorders and with interpersonal communication disorders were examined. It was assumed that if the examined with disorders have difficulties in learning Polish then the correlation relationships between
arithmetical averages of these childrens' notes will be lower than those of children
without disorders.
The Pearson's rxy correlation coefficient for averages of notes in Polish and
Mathematics of pupils of 3rd grades without disorders equalled: rxy = +0.913, which
indicates a very high correlation, that is a very certain relationship. For children with
speech disorders this coefficient equalled: rxy = +0.668 (a moderate correlation, a
significant relationship).
The relationship of significant notes from both subjects is higher for girls: without disorders rxy = +0.925 and with disorders rxy = +0.872. For boys: without disorders rxy = +0.908 and with disorders rxy = +0.625.
The figure below shows correlation coeficients' values of notes in Polish and
Mathematics of pupils with interpersonal communication disorders with division by
class, environment and gender.
Figure 3. Polish and Mathematics grades correlation factors’ value for pupils with
interpersonal communication disorders with division into grades, environment and
gender
4. SOCIAL ACCEPTANCE LEVEL CHARACTERISTICS
Results concerning health states determining the position on the Sociometric Acceptance Scale (S_AS) were presented in five main categories A, P, X, I, O and
subcategories. The analysis of individual scale categories' frequency of occurrence
distributions became the basis of judging the structure of the examined classes and a
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starting point for determining the sociometric positions occupied by the pupil with
interpersonal communication disorders.
Amongst the whole of 1731 examined pupils 9.6% of pupils occupied the high
status (W) on the Sympathy Scale. This number consisted of 9.2% of pupils without
disorders and 0.4% with disorders.
We obtain the confirmation of relations between the position occupied by the
pupil with disorders on the Sympathy Scale (SS) and interpersonal communication
disorders by calculating the statistical relationship:
chi2=17.302 > chi20.001;4=13.277
We also ascertain the confirmation of the relation between the position in a team
and communication disorders during analysis of sociometric statuses on the Antipathy Scale (S_ANT). The high (W) and above average (+X) sociometric status was
occupied by 53.7% of pupils amongst the examined with disorders and below average (-X) and low (N) status by 30.5% of the examined:
chi2=45.405 > chi20.001;4=18.465
The Sociometric Acceptance Scale (SAS) is constructed from individual sociometric statuses categories the Sympathy (SS) Antipathy (S ANT) Scale.
Detailed data is presented in tables II, III, IV, V.
Table II. Position on the Sociometric Acceptance Scale (SAS) of examined schoolchildren from urban schools
Number
percent
n
%
n
%
Main categories and subcategory
on the Sociometric Acceptance Scale (SAS)
A
P
X
I
0
A0 A1 A2 P0 P1 - I0 I1 12 O0 O1 02
62 142 86 9 104 219 15 67 62 93 102 95
5,9 13,4 8,1 0,8 9,8 20,7 1,4 6,3 5,9 8,8 9,6 9,0
290
113 219
144
290
27,4
10,6 20,7
13,6
27,4
Total
1056
100,0
1056
100,00
Table III. Position on the Sociometric Acceptance Scale (SAS) of examined schoolchildren from rural schools
Number
percent
n
%
n
%
A
P
X
I
0
A0 A1 A2 P0 P1 - I0 I1 12 O0 O1 02
40 65 60 7 51 144 30 62 43 59 45 69
Total
675
100,0
5,9 9,6 8,9 1,0 7,5 21,3 4,4 9,2 6,4 8,7 6,6 10,2
675
165
58 144
135
173
675
24,4
8,6 21,3
20,0
25,6
100,00
197
Table IV. Position on the Sociometric Acceptance Scale (SAS) of examined schoolchildren with speech disorders from urban schools
Number
percent
n
A
P
X
I
0
A0 A1 A2 P0 P1 - I0 I1 12 O0 O1 02
2 6 2 - 7 13 1 8 4 7 13 7
Total
70
100,0
2,8 8,6 2,8 - 10,0 18,6 1,4 11,4 5,7 10,0 18,6 10,0
675
10
7
13
13
27
70
100,00
14,3
10,0 18,6
18,5
38,6
%
n
%
Table V. Position on the Sociometric Acceptance Scale (SAS) of examined schoolchildren with speech disorders from rural schools
Number
percent
n
%
n
%
Total
A
P
X
I
0
A0 A1 A2 P0 P1 - I0 I1 12 O0 O1 02
2
3
3 - 2
2
3
5
2
9
8
3
4,8 7,1 7,1 - 4,8 4,8 7,1 11,9 4,8 21,4 19,0 7,1
8
19,0
2
2
4,8 4,8
10
23,8
20
47,6
42
100,0
675
42
100,00
Figure 4. Position on the sociometric Acceptance Scale (SAS) of pupils without
disorders and with speech disorders
198
Figure 5. Position on the sociometric Acceptance Scale (S AS) of boys without disorders and with speech disorders
Among pupils without disorders the highest category (A) was obtained by 25.0%
of the pupils, and 18.3% among those with disorders. There were 40.7% of people
with disorders and 25.2% without speech disorders completely rejected by teams. If
the lowest two categories were to be taken into consideration, i.e. Isolation (I) and
Rejection (O), then there were all-in 57.4% of pupils with speech disorders and
44.3% of other pupils in them. Chi-square for the relation of S_AS scale position
and interpersonal communication disorders equalled:
chi^2=35.463 > chi^2_0.001;4=18.465
It was affirmed that schoolgirls with communication disorders were much more
often rejected by a team; as many as 46.5% were rejected and 8.5% isolated, and
among boys 38.3% and 20.0% respectively.
Figure 6. Position on the sociometric Acceptance Scale (S AS) of girls without disorders and with speech disorder
The relationship between the position on the Sociometric Acceptance Scale (SAS)
and the level of mental development in light of J.C. Raven’s Test on schoolchildren
199
with speech disorders from third grades urban and rural schools is complimented by
the data present in tables VI, VII and VIII.
Table VI. Position on the Sociometric Acceptance Scale (SAS) and the level of mental development based on J.C. Raven’s Test on schoolchildren with speech disorders
from third grades urban and rural schools
Results of the J.C. Raven’s Test
Centiles
Categories on the
Sociometric Acceptance Scale 95 90
75
50
25
10
5
(SAS)
Range in points of raw results
+48 47-44 43-39 38-30 29-22 21-15 14n 2
2
5
4
5
Acceptance(A)
% 1,8 1,8 4,5 3,6 4,5
n l
3
2
3
Polarisation(P)
% 0,9 2,7 1,8 2,7
n 1
6
2
3
3
Averageness (X)
% 0,9 5,4 1,8 2,7 2,7
n 3
8
6
2
4
Isolation(I)
% ..2,7 7,1 5,4 1,8 3,6
n 4
7
5
8
12 11
Rejection(O)
% - 3,6 6,3 4,5 7,1 10,7 9,8
n 3
6
16
26
23
20 18
Total
% 2,7 5,4 14,3 23,2 20,5 17,9 16,1
2 = 39,577 >2 0,05;24 = 36,415, Cramer’s V = 0,297
Total
18
16,1
9
8,0
15
13,4
23
20,5
47
42,0
112
100,0
Table VII. Position on the Sociometric Acceptance Scale (SAS) and the level of mental development based on J.C. Raven’s Test on schoolchildren with speech disorders
from third grades urban schools
Categories on the
Sociometric Acceptance Scale 95
(SAS)
+48
n 2
Acceptance(A)
% 2,9
n Polarisation (P)
% n Averageness (X)
% n Isolation (I)
% n Rejection (0)
% n 2
Total
% 2,9
200
Centiles
90
75
50
25
10
5
47-44 43-39 38-30 29-22 21-15 141
2
2
3
1,4 2,9 2,9 4,3
3
1
3
4,3 1,4 4,3
1
6
1
2
3
1,4 8,7 1,4 2,9 4,2
1
5
3
1
3
1,4 7,2 4,3 1,4 4,3
2
1
3
6
5
9
2,9 1,4 4,3 8,7 7,2 13,0
3
5
19
14
11 15
4,3 7,2 27,5 20,3 15,9 21,7
Total
10
14,5
7
10,1
13
18,8
13
18,8
26
37,7
69
100,0
Table VIII. Position on the Sociometric Acceptance Scale (SAS) and the level of
mental development based on J.C. Raven’s Test on schoolchildren with speech disorders from third grades rural schools
Centiles
Categories on the
Sociometric Acceptance Scale 95 90
75
50
25
10
(SAS)
+48 47-44 43-39 38-30 29-22 21-15
n l
3
2
2
Acceptance (A)
% - 2,3 7,0 4,7 4,7
n l
1
Polarisation (P)
% 2,3 2,3
n 1
1
Averageness (X)
% -"
2.3 2,3
n 2
3
3
1
Isolation (I)
% 4,7 7,0 7,0 2,3
n 2
6
22
7
Rejection (0)
% - 4,7
14
4,7 4,7 16,3
n l
3
11
7
9
9
Total
% 23 7,0 25,6 16^ 20,9 20,9
5 Total
141
2,3
2
4,7
3
7,0
8
18,6
2
4,7
2
4,7
10
23,3
21
48,8
43
100,0
5. THE EXAMINED' SOCIAL ADAPTATION CHARACTERISTICS
The Pupil's Behaviour Spreadsheet by B. Markowska was used to judge social
adaptation of pupils from Group II. It allows for judging the basic aspects of a
child's social adaptation determined by motivation towards learning and socialisation, and on the other hand by antisocial behaviour and inhibition.
Motivation towards learning (factor I in the Spreadsheet) was measured based on
the ability to obtain good results in learning through such virtues as: diligence, perseverance and the ability to concentrate. Socialisation (factor IV) was assessed
through peaceful, characterised by altruism, social contacts. The Spreadsheet also
allowed for determining anomalies in social adaptation (the Antisocial behaviour
part - factor II); The aim was to isolate impulsive and inadequately controlled behaviours or those full of aggression. Inhibition (factor III) was defined as excessive
repression of overall activity and a forming of anxiety relations. A conjunction of
social adaptation aspects, i.e. motivation and socialisation, with antisocial behaviours and inhibition allowed for assessing social functioning of pupils with interpersonal communication disorders in school conditions.
Speech disorders, being most often an index of communication hindrances, emotional balance disorders, with a simultaneous good intellectual level are often consequences of failures at school. Among the examined children with interpersonal
communication disorders, 38.4% showed very low or low motivation for learning (a
level of 0-26 centile), 16.1% very high or high (a level of 74-99 centile), and the
other 45.5% an average motivation (a level of 27-73 centile).
201
Significant differences in motivation of pupils from schools in the city and in the
countryside were not stated. 35.7% examined in the city and 42.9% in the countryside were characterised by very low and low motivation. There were 18.8% (city)
and 11.9% (countryside) of those with very high and high motivation in respect.
Statistical calculations, which for the set of variables of figure equal:
Chi2=11.001 > Chi20.05;8=15.507, Cramer's V=0.149, Ho=0 confirm this conclusion.
Figure 7. Motivation towards school education of pupils with speech disorders
taking environment into cosideration
A similar phenomenon was observed in researching socialisation (factor IV) of
pupils with speech disorders (figure 8) as in the case of motivation, however the
number of pupils with a very low and low level of socialisation is considerably
higher than in the case of very low and low motivation towards learning.
A little over half of all of the examined (50.9%) showed a very low or low degree of socialisation, and just 17.9% of behaviours indicated very high and high
socialisation. Chi2=24.641 > Chi20.01;8=20.090, Cramer's V=0.224
2 = 24,641 >2 0,01;8 = 20,090, Cramer’s V = 0,224
Figure 8. Socialization of pupils with speech disorders taking environment into consideration
202
Antisocial behaviour, manifesting itself by increased overall activity and readiness to react with aggression could be connected - depending on etiological background, intensity, degree of preservation and co-occurring symptoms - with disorders in social adaptation, at the base of which lay i.a. speech disorders leading to
problems in communicating with others.
A confirmation for the assumptions of the hypothesis about frequent occurrence
of lowered control of ones behaviour and aggressive attitude toward others was
found in results derived from own research in evaluation of factor II. From the examined group of 112 pupils, 26.8% showed symptoms evidencing very high and
high results, which qualified as antisocial behaviours. Distinct differences in respect
to environment were not observed. 22.9% of examined pupils in city schools and
33.3% in rural obtained very high and high results in this factor.
2 = 19,706 >2 0,05;8 = 15,507, Cramer’s V = 0,140
Figure 9. Anti-social behaviour of pupils with speech disorders taking environment
into consideration
Inhibition (factor III), that is alternative reactions manifesting in contacts with
others, was another factor by which the degree of social adaptation of pupils with
speech disorders was assessed. Pupils who showed this type of disorder were characterised by a passive attitude towards other people as well as anxiety reactions and
a lowered disposition.
A child's interpersonal communication disorder will lay at the basis of his/her
lowered social activity, i.e. i.a. lack of ease in interpersonal contacts with peers and
adults, including teachers.
29.5% of the 112 pupils with speech disorders involved in the research showed
very high and high inhibition. There were a lot more of such pupils in schools in the
city (38.6%) rather than in the countryside (14.9%).
Presumably pupils in the rural environment have greater contacts with their peers
outside of school and are emboldened to the extent that they do not show such inhibition in contacts with peers on school grounds as in the environment of a big city. It
203
is assumed from own observations made that along with age and a longer stay at
school the situation of pupils with interpersonal communication disorders improves
greatly.
2 = 12,99065 >2 0,05;8 = 15,507, Cramer’s V = 0,162
Figure 10. Retardation of pupils with speech disorders taking environment into consideration
6. THE RESEARCH RESULTS
1. It was determined, based on the results of J.C. Raven's psychological test, that
mental development proceeds similarly in schoolchildren with speech defects
and schoolchildren without disorders. Because language is connected with thinking - as the highest form of the brain hemispheres' cortex analytical-synthetic
functions - as well as all consciousness and every psychological process, it was
affirmed that pupils with speech disorders having trouble with communication
achieve results in learning lower than those of their peers. Far greater differences
in grades of pupils with defects and without disorders were observed in
achievements in Polish rather than Mathematics.
2. Schoolchildren with disorders and without disorders both of group were determined to differ in terms of school adaptation.
3. The results obtained from research based on A Student's Behaviour Sheet by B.
Markowska justify the conclusion that schoolchildren with speech disorders are
timid, depressed, isolate themselves from their peers, lack self-confidence and
easily give up an activity when faced with difficulties. Thus, these subjects show
lower motivation to study, lower socialisation level and a considerable inhibition
in social contacts.
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11. Woynarowska B.: Zdrowie i Szkoła. PZWL, Warszawa 2000.
ABSTRACT
In the light of results from research carried out throughout the world, the
level of intellectual maturity determines a good disposition and motivation towards
learning, attaining achievements, developing skills as well as interests and creativity,
it also determines good relations between members of a school community and a
sense of satisfaction from the school. Because language is connected with thinking as the highest form of the brain hemispheres' cortex analytical-synthetic functions as well as all consciousness and every psychological process it was assumed during
the research herein presented that a stuttering pupil or one with speech defects can
feel worse off from his/her peers because of their handicapped ability to communicate which in turn affects the inability to satisfy psychological and social needs and
becomes a cause of stress. Speech disorders influence not only the child's psychological and social adaptation but also his/her school learning maladjustment. Learning to read, which dominates in the early years of learning, is most affected. Failures
in school learning together with acquiring social acceptance difficulties can cause
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aversion towards school and surroundings. The goal of the presented research was to
establish the connection between mental development level, school results and social activity at school of children with interpersonal communication difficulties
caused by speech disorders.The research was carried out in the school year 2012/13.
1843 children aged 10 were studied, pupils of 3rd year classes in elementary schools
both in the urban and country environments. In the researched group 1731 children
did not have speech disorders and 312 did. In the overall number of 312 pupils with
speech disorders 185 (75,89%) of them were boys and 127 (24,11%) girls. Amongst
the pupils with speech disorders two distinct groups can be singled out, depending
on the type of impediment: 47,4% of the researched consisted of stuttering pupils,
44,6% had articulation impediments and 8% were counted as the "other" group.
Materials obtained as a result of the research were verified and grouped in regard to
variables. The material was elaborated statistically, the following were calculated:
mean value (x), standard deviation (s), mean value standard error (E_x), coefficient
of variation (V), relevance of mean differences for the researched features defined
by the /t^0/ statistical test. In order to explain phenomena and define factors that
make up different processes statistical dependence has been determined, in most
cases using non-parametric tests (chi-square) and special correlation methods. 1. It
was determined, based on the results of J.C. Raven's psychological test, that mental
development proceeds similarly in schoolchildren with speech defects and schoolchildren without disorders. Because language is connected with thinking - as the
highest form of the brain hemispheres' cortex analytical-synthetic functions - as well
as all consciousness and every psychological process, it was affirmed that pupils
with speech disorders having trouble with communication achieve results in learning
lower than those of their peers. Far greater differences in grades of pupils with defects and without disorders were observed in achievements in Polish rather than
Mathematics. 2. Schoolchildren with disorders and without disorders both of group
were determined to differ in terms of school adaptation. 3. The results obtained from
research based on A Student's Behaviour Sheet by B. Markowska justify the conclusion that schoolchildren with speech disorders are timid, depressed, isolate themselves from their peers, lack self-confidence and easily give up an activity when
faced with difficulties. Thus, these subjects show lower motivation to study, lower
socialisation level and a considerable inhibition in social contacts.
STRESZCZENIE
W świetle wyników prowadzonych na świecie badań, poziom dojrzałości intelektualnej warunkuje dobrą dyspozycję i motywację do nauki, zdobywanie osiągnięć, rozwijanie uzdolnień i zainteresowań oraz kreatywności, warunkuje również
dobre relacje między członkami społeczności szkolnej oraz poczucie satysfakcji ze
szkoły. Ponieważ język związany jest z myśleniem jako najwyższą formą analityczno-syntetycznej czynności kory półkul mózgowych oraz całą świadomością i ze
wszystkimi psychicznymi procesami, w prezentowanych badaniach założono, że
uczeń z wadami wymowy czy jąkający się może czuć się gorzej od swych rówieśników ze względu na upośledzoną możliwość komunikowania się, co z kolei wpływa
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na niemożność zaspokojenia potrzeb psychicznych i społecznych i staje się przyczyną stresu. Zaburzenia mowy mogą oddziaływać nie tylko na psychiczne i społeczne
przystosowanie dziecka, ale także na nieprzystosowanie do nauki szkolnej. Najbardziej odbija się to na nauce czytania, która dominuje we wczesnych latach nauki.
Niepowodzenia w nauce szkolnej połączone z trudnościami w uzyskiwaniu akceptacji społecznej mogą wywołać niechęć do szkoły i otoczenia. Celem prezentowanych
badań było ustalenie związku poziomu rozwoju umysłowego, wyników w nauce i
aktywności społecznej w szkole dzieci z utrudnieniami w komunikacji interpersonalnej spowodowanej zaburzeniami mowy. Badania przeprowadzono w roku szkolnym 2012/13. Zbadano1843 dzieci w wieku 10 lat, uczniów klas III szkól podstawowych pochodzących ze środowiska miejskiego i wiejskiego W badanej grupie
było 1731 dzieci bez zaburzeń mowy i 312 – z zaburzeniami mowy. Na ogólną
liczbę 112 uczniów z zaburzeniami mowy przypadało 85 (75,89%) chłopców i 27
(24,11%) dziewcząt. Wśród uczniów z zaburzeniami mowy wyodrębnić można dwie
zasadnicze grupy, w zależności od rodzaju wady: 47,4% badanych stanowili uczniowie jąkający się, 44,6% miało wady artykulacyjne, a 8,0% zaliczono do grupy
„inne”. Otrzymane w wyniku badań materiały zostały zweryfikowane i pogrupowane ze względu na zmienne. Materiał opracowano statystycznie, wyliczono: średnią
arytmetyczną ( x ), odchylenie standardowe (s), błąd standardowy średniej arytmetycznej (E x ), współczynnik zmienności (V), istotność różnic między średnimi
arytmetycznymi badanych cech określoną testem statystycznym /t0/. Dla wyjaśnienia
zjawisk i określenia czynników składających się na różnorodne procesy ustalono
zależność statystyczną, posługując się w większości przypadków testami nieparametrycznymi (chi-kwadrat) i wybranymi metodami korelacji. 1. Stwierdzono że, rozwój umysłowy w świetle wyników testu psychologicznego J.C. Ravena przebiega u
uczniów z zaburzeniami w komunikacji interpersonalnej podobnie jak u uczniów
bez zaburzeń. Ponieważ język związany jest z myśleniem jako najwyższą formą
analityczno-syntetycznej czynności kory półkul mózgowych oraz całą świadomością
i ze wszystkimi psychicznymi procesami, stwierdzono, że uczniowie z zaburzeniami
mowy, mając kłopoty z porozumiewaniem się, osiągają niższe od swoich rówieśników wyniki w nauce. Znacznie większe różnice w ocenach uczniów z zaburzeniami
i bez zaburzeń zaobserwowano w wynikach z języka polskiego niż z matematyki. 2.
Stwierdzono różnice w przystosowaniu szkolnym uczniów bez zaburzeń i z zaburzeniami w komunikacji interpersonalnej. 3. Wyniki uzyskane z badań na podstawie
Arkusza zachowania się ucznia autorstwa B. Markowskiej pozwalają stwierdzić, że
dzieci z zaburzeniami w komunikacji interpersonalnej to uczniowie lękliwi, izolujący się od grupy klasowej, przygnębieni, brak im zaufania do siebie, pod wpływem
napotykanych trudności łatwo rezygnują z aktywności. W związku z tym badani ci
wykazują mniejszą motywację do nauki, niższy poziom uspołecznienia i ogromne
przyhamowanie w kontaktach społecznych.
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The influence of interpersonal communication disorders on the

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