Emotional reactivity and regulation in preschool-age children who stutter

Ntourou, Katerina; Conture, Edward G.; Walden, Tedra A.

doi:10.1016/j.jfludis.2013.06.002

Cited by 80 publications

(116 citation statements)

References 68 publications

(102 reference statements)

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“…The focus on attention is motivated by empirical findings implicating the relevance of attention to (a) childhood stuttering (e.g., Bloodstein & Bernstein Ratner, 2008;Eggers, De Nil, & Van den Bergh, 2010, 2012Embrechts, Ebben, Franke, & van de Poel, 2000;Felsenfeld, van Beijsterveldt, & Boomsma, 2010;Kraft, Ambrose, & Chon, 2014;Ntourou, Conture, & Walden, 2013) and (b) children's speech-language development or performance (e.g., Blair & Razza, 2007;Locke & Goldstein, 1973). The above findings are discussed in greater detail later, following a general discussion of attention.…”

Section: Speech-language Dissociationsmentioning

confidence: 99%

“…Likewise, results of a computer simulation study suggest that increased stuttering is associated with overmonitoring or "too much attention" (Civier, Tasko, & Guenther, 2010). Although several investigators have studied the relation between attention and stuttering behaviors (e.g., frequency of disfluencies) in adults who do and do not stutter (e.g., Arends, Povel, & Kolk, 1988;Bosshardt, 2002;Bosshardt, Ballmer, & de Nil, 2002;Oomen & Postma, 2001;Vasiç & Wijnen, 2001), to our knowledge only two studies have empirically assessed the relation between attention and stuttering behaviors in preschool-age children (Kraft et al, 2014;Ntourou et al, 2013). Using parent questionnaires, Kraft et al (2014) reported that the EC of preschool-age CWS is significantly predictive of and negatively correlated with stuttering severity.…”

Section: Attention and Childhood Stutteringmentioning

confidence: 99%

“…These findings were taken to suggest that EC contributes to stuttering severity, and that perhaps CWS with elevated EC exhibit reduced stuttering behaviors because of their ability to flexibly focus and shift their attention, as well as inhibit or activate behavior. Using an experimental paradigm, Ntourou et al (2013) reported that the longer CWS engaged in distraction behaviors (defined as diverting attention to something other than the experimental tasks; i.e., emotionally eliciting conditions), the less they stuttered during their narratives. This finding suggests that the increased distractibility of CWS "facilitates their speech fluency .…”

Section: Attention and Childhood Stutteringmentioning

confidence: 99%

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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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Section: Speech-language Dissociationsmentioning

confidence: 99%

Section: Attention and Childhood Stutteringmentioning

confidence: 99%

Section: Attention and Childhood Stutteringmentioning

confidence: 99%

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Speech-Language Dissociations, Distractibility, and Childhood Stuttering

Clark

Conture

Walden

et al. 2015

Am J Speech Lang Pathol

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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 Problems of Children

Foley¹,

Neiman-Hart²

2015

Family Medicine

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Emotional reactivity and regulation in preschool-age children who stutter

Cited by 80 publications

References 68 publications

Speech-Language Dissociations, Distractibility, 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

Behavioral Problems of Children

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