Child psychiatrists’ perspectives on speech and language therapy in Türkiye

Objective Speech-Language Therapy (SLT) education in Türkiye evolved from audiology-focused graduate programs, beginning with the establishment of the Audiology Unit at Hacettepe University’s ENT Department in 1967, into a distinct academic discipline. The first undergraduate SLT program was launched at Anadolu University in 2012, followed by rapid expansion at other universities. As academic training developed, SLT gained recognition within healthcare and educational settings. Given that speech, language, and communication disorders often co-occur with psychiatric and neurodevelopmental conditions, interdisciplinary collaboration is essential. This study aimed to explore child psychiatrists’ perspectives on SLT in Türkiye.

Methods A cross-sectional online survey was conducted in 2023 to assess child psychiatrists’ attitudes and opinions regarding SLT and speech-language therapists. A structured questionnaire, developed by the researchers, was administered via Google Forms. Participation was voluntary and anonymous. Data were analyzed using SPSS version 18.0, with significance set at p < 0.05.

Results A total of 23 child psychiatrists participated, of whom 78.3% were female. Most (65.2%) had up to five years of professional experience, while 17.4% had between five and ten years, and 17.4% had more than fifteen years. Participants reported working with a range of patient groups, including intellectual disability, ADHD, schizophrenia, autism spectrum disorder, anxiety and mood disorders, depression, other psychiatric disorders, and language and speech disorders. In outpatient clinics, 91.3% reported seeing children with language and speech disorders. Nearly all participants emphasized that speech-language therapists should be present in hospitals and specifically in child and adolescent mental health outpatient clinics for diagnosis and treatment.

Conclusion Child and adolescent psychiatrists in Türkiye increasingly recognize language and communication skills as central to children’s cognitive, emotional, and social development. SLT is considered an essential complementary discipline in the assessment and treatment of developmental and psychiatric conditions. Clinical speech, language, and communication disorders frequently co-occur with psychiatric and neurodevelopmental conditions, with difficulties in expressive and receptive language, speech sound production, fluency, and social communication commonly observed in children referred to psychiatric services. These difficulties are often associated with secondary emotional and behavioral problems, such as anxiety, social withdrawal, low self-esteem, and academic underachievement. Consequently, Turkish child psychiatrists emphasize incorporating language and communication assessment into comprehensive psychiatric evaluations.

Interdisciplinary collaboration is particularly critical in managing autism spectrum disorder, ADHD, specific learning disorders, selective mutism, and stuttering. Assessments by speech-language therapists contribute to differential diagnosis by distinguishing primary communication disorders from psychiatric symptoms and identifying comorbid conditions. Child psychiatrists primarily focus on diagnostic formulation, emotional and behavioral assessment, family counseling, and psychopharmacological or psychotherapeutic interventions, while speech-language therapists are responsible for systematic assessment and evidence-based intervention of speech, language, and communication disorders. When roles are clearly defined and collaboration is maintained, psychiatrists report improved diagnostic accuracy and more effective, individualized intervention planning. SLT is thus increasingly regarded as a core component of multidisciplinary, holistic child mental health care.

Keywords:

Neurodevelopmental disorders; Speech and language therapy; Child psychiatry

References

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