Open Access

ARTICLE

An Intervention Study of Language Cognition and Emotional Speech Community Method for Children’s Speech Disorders

Yali Qiang^*

Foreign Language College, Guangdong University of Science and Technology, Dongguan, 523000, China

* Corresponding Author: Yali Qiang. Email:

International Journal of Mental Health Promotion 2023, 25(5), 627-637. https://doi.org/10.32604/ijmhp.2023.025746

Received 28 July 2022; Accepted 14 November 2022; Issue published 28 April 2023

Abstract

Speech disorders are a common type of childhood disease. Through experimental intervention, this study aims to improve the vocabulary comprehension levels and language ability of children with speech disorders through the language cognition and emotional speech community method. We also conduct a statistical analysis of the interventional effect. Among children with speech disorders in Dongguan City, 224 were selected and grouped according to their receptive language ability and IQ. The 112 children in the experimental group (EG) received speech therapy with language cognitive and emotional speech community, while the 112 children in the control group (CG) only received conventional treatment. After six months of experimental intervention, the Peabody Picture Vocabulary Test-Revised (PPVT-R) was used to test the language ability of the two groups. Overall, we employed a quantitative approach to obtain numerical values, examine the variables identified, and test hypotheses. Furthermore, we used descriptive statistics to explore the research questions related to the study and statistically describe the overall distribution of the demographic variables. The statistical t-test was used to analyze the data. The data shows that after intervention through language cognition and emotional speech community therapy, the PPVT-R score of the EG was significantly higher than that of the CG. Therefore, we conclude that there is a significant difference in language ability between the EG and CG after the therapy. Although both groups improved, the post-therapy language level of EG is significantly higher than that of CG. The total effective rate in EG is higher than CG, and the difference is statistically significant (p < 0.05). Therefore, we conclude that the language cognition and emotional speech community method is effective as an interventional treatment of children’s speech disorders and that it is more effective than traditional treatment methods.

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Keywords

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