Differences in Social Skills according to Developmental Stimulation Level Among Preschool Children with Speech Delay: A Cross-Sectional Study

Mita Khoirunisa; Sri Hartini; Ayyu Sandhi

doi:10.47650/pjphsr.v6i3.2839

Mita Khoirunisa Nursing Study Program, Faculty of Medicine, Public Health, and Nursing, Gadjah Mada University, Yogyakarta, Indonesia
Sri Hartini Department of Pediatric and Maternity Nursing, Faculty of Medicine, Public Health, and Nursing, Gadjah Mada University, Yogyakarta, Indonesia
Ayyu Sandhi Department of Pediatric and Maternity Nursing, Faculty of Medicine, Public Health, and Nursing, Gadjah Mada University, Yogyakarta, Indonesia

DOI: https://doi.org/10.47650/pjphsr.v6i3.2839

Keywords: Preschool Children, Speech and Language disorder, Child Development, Developmental Stimulation, social skills

Abstract

Speech delay is a developmental disorder that can impair children's communication and social interactions. Although developmental stimulation is a modifiable factor that supports child development, evidence regarding differences in social skills among preschool children with speech delay according to the level of developmental stimulation remains limited. This study aimed to compare the social skills of preschool children with speech delay according to the level of developmental stimulation they received. A quantitative analytical study with a cross-sectional design was conducted among 72 preschool children with speech delay selected through consecutive sampling. Developmental stimulation was assessed using the Developmental Stimulation Questionnaire, and social skills were measured using the Preschool and Kindergarten Behavior Scales (PKBS). Descriptive statistics were presented as median (minimum–maximum) and frequency distributions. The Mann–Whitney U test was used to compare social skills between groups, with a significance level of p < 0.05. Of the participants, 36 (50%) received good developmental stimulation. The median social skills score was higher in the good stimulation group (107.5 [82–120]) than in the poor stimulation group (102 [61–122]). A significant difference was observed between the groups (p = 0.023; z= 2.27) with rank-biserial correlation of 0.27, indicating a moderate effect. Preschool children with speech delay who received good developmental stimulation demonstrated significantly better social skills than those who received poor developmental stimulation.

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