Behavioral inhibition and childhood stuttering

Choi, Dahye; Conture, Edward G.; Walden, Tedra A.; Lambert, Warren; Tumanova, Victoria

doi:10.1016/j.jfludis.2013.03.001

Cited by 61 publications

(84 citation statements)

References 39 publications

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“…T here has been considerable empirical study of, as well as speculation regarding, the possible relation between emotion and childhood stuttering (e.g., Adams, 1992;Bloodstein, 1949;Choi, Conture, Walden, Lambert, & Tumanova, 2013;Conture, Kelly & Walden, 2013;Guitar, 2014;W. Johnson et al, 1959;Jones, Choi, Conture, & Walden, 2014;Yairi, 1997).…”

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confidence: 99%

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Emotional Diathesis, Emotional Stress, and Childhood Stuttering

Choi

Conture

Walden

et al. 2016

J Speech Lang Hear Res

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Purpose The purpose of this study was to determine (a) whether emotional reactivity and emotional stress of children who stutter (CWS) are associated with their stuttering frequency, (b) when the relationship between emotional reactivity and stuttering frequency is more likely to exist, and (c) how these associations are mediated by a 3rd variable (e.g., sympathetic arousal). Method Participants were 47 young CWS ( M age = 50.69 months, SD = 10.34). Measurement of participants' emotional reactivity was based on parental report, and emotional stress was engendered by viewing baseline, positive, and negative emotion-inducing video clips, with stuttered disfluencies and sympathetic arousal (indexed by tonic skin conductance level) measured during a narrative after viewing each of the various video clips. Results CWS's positive emotional reactivity was positively associated with percentage of their stuttered disfluencies regardless of emotional stress condition. CWS's negative emotional reactivity was more positively correlated with percentage of stuttered disfluencies during a narrative after a positive, compared with baseline, emotional stress condition. CWS's sympathetic arousal did not appear to mediate the effect of emotional reactivity, emotional stress condition, and their interaction on percentage of stuttered disfluencies, at least during this experimental narrative task following emotion-inducing video clips. Conclusions Results were taken to suggest an association between young CWS's positive emotional reactivity and stuttering, with negative reactivity seemingly more associated with these children's stuttering during positive emotional stress (a stress condition possibly associated with lesser degrees of emotion regulation). Such findings seem to support the notion that emotional processes warrant inclusion in any truly comprehensive account of childhood stuttering.

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confidence: 99%

“…For example, Choi et al (2013) reported that CWS with high behavioral inhibition stuttered more than CWS with low behavioral inhibition. similarly reported that CWS's negative emotional behaviors (e.g., frowning, crying, etc.)…”

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confidence: 99%

Emotional Diathesis, Emotional Stress, and Childhood Stuttering

Choi

Conture

Walden

et al. 2016

J Speech Lang Hear Res

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“…Data were previously collected as part of an ongoing series of empirical investigations of linguistic and emotional associates of childhood stuttering conducted by Vanderbilt University's Developmental Stuttering Project (e.g., Arnold, Conture, Key, & Walden, 2011;Choi, Conture, Walden, Lambert, & Tumanova, 2013;Clark, Conture, Frankel, & Walden, 2012;Johnson, Walden, Conture, & Karrass, 2010;Jones et al, 2014;Millager et al, 2014;Richels et al, 2010;Walden et al, 2012). Children were paid volunteers whose caregivers learned of the study from (a) a free monthly parent magazine circulated throughout middle Tennessee, (b) a local health care provider, or (c) self-or professional referral to the Vanderbilt Bill Wilkerson Hearing and Speech Center for an evaluation.…”

Section: Participantsmentioning

confidence: 99%

Speech-Language Dissociations, Distractibility, and Childhood Stuttering

Clark

Conture

Walden

et al. 2015

Am J Speech Lang Pathol

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Purpose: This study investigated the relation among speech-language dissociations, attentional distractibility, and childhood stuttering. Method: Participants were 82 preschool-age children who stutter (CWS) and 120 who do not stutter (CWNS). Correlationbased statistics (Bates, Appelbaum, Salcedo, Saygin, & Pizzamiglio, 2003) identified dissociations across 5 normbased speech-language subtests. The Behavioral Style Questionnaire Distractibility subscale measured attentional distractibility. Analyses addressed (a) between-groups differences in the number of children exhibiting speechlanguage dissociations; (b) between-groups distractibility differences; (c) the relation between distractibility and speech-language dissociations; and (d) whether interactions between distractibility and dissociations predicted the frequency of total, stuttered, and nonstuttered disfluencies.Results: More preschool-age CWS exhibited speechlanguage dissociations compared with CWNS, and more boys exhibited dissociations compared with girls. In addition, male CWS were less distractible than female CWS and female CWNS. For CWS, but not CWNS, less distractibility (i.e., greater attention) was associated with more speechlanguage dissociations. Last, interactions between distractibility and dissociations did not predict speech disfluencies in CWS or CWNS.Conclusions: The present findings suggest that for preschool-age CWS, attentional processes are associated with speech-language dissociations. Future investigations are warranted to better understand the directionality of effect of this association (e.g., inefficient attentional processes → speech-language dissociations vs. inefficient attentional processes ← speech-language dissociations).

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“…Recent studies suggest a continued interest among researchers in the relationship between stuttering and temperament in children [1][2][3][4][5][6]. Findings complement others in suggesting differences in specific aspects of temperament (e.g., emotion reactivity, emotion regulation, attention regulation, behavioral inhibition) between children who stutter (CWS) and children who do not stutter (CWNS) or differences among sub-groups of CWS based on age or other characteristics of stuttering (e.g., disfluency type, presence of secondary behaviors) [1,[7][8][9][10][11].…”

Section: Introductionmentioning

confidence: 99%

“…Although some studies report differences based on behavioral observation, many employ methodology primarily based on parentreport in which the parent(s) completes a questionnaire detailing their account of their child's temperament [2,4,5,[11][12][13][14][15]. Prior to discussing these research studies in more detail, first we will consider a definition of temperament.…”

Section: Introductionmentioning

confidence: 99%

Preliminary Investigation of the Relationship between the Temperament of Young Children Who Stutter and the Temperament of Their Parents

Johnson¹,

Karrass²

2017

Commun Disord Deaf Stud Hearing Aids

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Previous studies suggest temperamental differences between young preschool-age children who stutter and those who do not. It is also known that parental socialization plays a major role in the temperamental development of children. However, to-date, whether temperamental differences exist between parents of children who stutter and parents of those who do not is unknown. The nature of relational differences between parent-child temperament across talker groups is also unclear.The present preliminary study examined the relationship between the temperament of parents and the temperament of children who stutter (CWS) and children who do not stutter (CWNS). It was hypothesized that the temperament of CWS would differ significantly from CWNS and that the temperament of parents of CWS would differ significantly from parents of CWNS. Participants included 16 CWS and 16 CWNS (ages of 36 to 64 months) matched for age and gender. The primary parent for each child completed the Children's Behavior Questionnaire (CBQ) and the Adult Temperament Questionnaire (ATQ) that assessed factors of the temperament of the child and parent, respectively. Data was subjected to a series of t-tests and correlational analyses.Preliminary findings indicated no significant difference in the temperament of CWS and CWNS and no significant difference in the temperament of parents of CWS and parents of CWNS according to the ATQ. Relational differences were noted between some aspects of the CBQ and the ATQ scores for both talker groups. Preliminary findings suggest no temperamental differences between CWS and CWNS or their parents. However, findings do suggest relational differences in parental socialization of emotional development between CWS and CWNS. Results also suggest a need to make parents of children who stutter aware of the importance of modeling appropriate use of emotions in order to influence emotional development of their child.

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Behavioral inhibition and childhood stuttering

Cited by 61 publications

References 39 publications

Emotional Diathesis, Emotional Stress, and Childhood Stuttering

Emotional Diathesis, Emotional Stress, and Childhood Stuttering

Speech-Language Dissociations, Distractibility, and Childhood Stuttering

Preliminary Investigation of the Relationship between the Temperament of Young Children Who Stutter and the Temperament of Their Parents

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