The aims of this study were to identify children’s reactions towards speech sound disorders (SSD) in other children and whether these reactions can be related to specific speech characteristics. Six audio samples, each containing minute-long resumes of short animated film by five children with SSDs and one child with typical speech (TS), aged 5–9 years, were played back to 17 10–11-year-olds, during four focus group interviews. The transcribed interviews underwent a qualitative content analysis. The analysis resulted in five identified main themes of listener reactions, concerning the experiences as a listener, the perspective of the speaker, as well as observations of speech characteristics. Reactions of empathy were expressed towards a perceived misalignment between speaker age and speech production proficiency. Awareness of peer reactions are clinically useful, for the understanding and acknowledgement of everyday contextual factors of children with SSDs, during planning and motivation of speech intervention. The children’s self-selected terminology may serve future quantitative investigations to further determine the boundaries of acceptability towards SSDs as well as towards non-standard sociolects or language varieties.

这项研究的目的是确定儿童对其他儿童的语音障碍（SSD）的反应，以及这些反应是否与特定的语音特征有关。六个音频样本分别播放了5个9岁的5岁儿童和一个具有典型语音（TS）的孩子长达一分钟的简短动画电影的简历，年龄分别为5至9岁，在四个年龄段中被回放到17个10-11岁的孩子焦点小组访谈。转录的访谈进行了定性的内容分析。分析得出了五个确定的听众反应主题，涉及听众的经历，说话者的观点以及对语音特征的观察。移情反应被表达为说话者年龄和语音表达能力之间的错位。在语音干预的计划和动机过程中，对同伴反应的认识对于临床上对理解和认可患有SSD的儿童的日常情境因素非常有用。孩子们的自选术语可用于将来的定量研究，以进一步确定对SSD以及对非标准社会语言或语言种类的可接受性的界限。