Emotional/Behavioral Indicators in Children and Adolescents With and Without Vocal Problems: Self-Evaluation and Parental Evaluation.

OBJECTIVES

To verify the relationships between voice, behavior, and social skills in children and adolescents with and without voice disorders based on their self-reports and their parents/guardians' reports.

METHODS

The study comprised 575 individuals, with 347 parents/guardians of children and adolescents aged 6-18 years who responded the parent version of the Strengths and Difficulties Questionnaire and 228 children and adolescents aged 11-18 years, who responded its report version.

RESULTS

Children and adolescents with vocal problem scored higher on hyperactivity/inattention, emotional symptoms, peer relationship, and conduct problems domains; and in the internalization, externalization, and difficulties scales. Children with vocal problem scored lower on the skills scale in the self-report. Parents/guardians in the group with vocal problem reported peer relationship problems not perceived by their children. Parents/guardians in the group without vocal problem did not perceive the signs of hyperactivity/inattention reported in their children and adolescents' self-reports.

CONCLUSIONS

The presence of vocal problems in the pediatric and adolescent population may be a risk factor for mental health due to the higher scores on behavior problems scales, both in their internalization and externalization aspects.