Psychological status of school‑aged children and adolescents with dyslalia

Background Many researches cited that dyslalia is often associated with behavioral problems. However, the exact behavioral problems in the dyslalia children needs more researches. Aim The present study aimed to assess the different behavioral and psychological problems among children with dyslalia to help to provide an effective therapeutic strategy for these children. Methods The study was conducted on 80 children with different types of dyslalia diagnosed by Arabic Articulation Test (study group) and on 50 normal children (control group). The children’s behavioral profile was assessed via the Child Behavior Check List (CBCL). Results Results of the study showed that there were significantly higher percentage of children with dyslalia had delinquent behavior, lower competence level, activities level and school performance level. Also, there were significantly higher mean scores in nearly all the domains of the CBCL except for anxious/depression and social scores in the dyslalia group however, their scores did not reach the abnormal range. Conclusion Articulation problems showed broad relations to behavioral problems (especially externalizing problems and competence levels). These findings suggests that psychologists and other mental health professionals can play many roles in working directly with families of children with dyslalia. Increased collaboration with phoniatricians and specialists can facilitate effective phoniatric and psychiatric care.