Parental Language Input to Children at Stuttering Onset

Miles, Stephanie; Ratner, Nan Bernstein

doi:10.1044/1092-4388(2001/088)

Cited by 33 publications

(19 citation statements)

References 48 publications

(52 reference statements)

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“…Although all CWS and CWNS participants in the present study had language scores within normal limits, some past research indicates that CWS have significantly or marginally lower scores on some standardized language-screening tests (e.g., Anderson, Pellowski, & Conture, 2005;Blood, Ridenour, Qualls & Hammer, 2003;Pellowski, Conture, Anderson & Ohde, 2001), although other studies have not reported such differences (e.g., Miles & Ratner, 2001;Watkins & Johnson, 2004;Watkins & Yairi, 1997;Watkins, Yairi, & Ambrose, 1999). In order to determine whether language abilities might influence the relation between talker group and emotional reactivity, emotion regulation, or attention regulation, the MANOVA procedure was repeated, controlling for the five speech-language tests.…”

Section: Influence Of Speech-language Abilities On Relations Between contrasting

confidence: 62%

“…Furthermore, greater reactivity and/or poorer regulation might contribute to the often-reported co-occurrence of stuttering and speech and language delays/disorders (e.g., Blood et al, 2003). For example, some studies find that children who stutter exhibit less well-developed receptive vocabulary skills (e.g., Anderson & Conture, 2000;Meyers & Freeman, 1985;Ryan, 1992), although other studies do not find the language skills of CWS to be different from those of CWNS (e.g., Miles & Ratner, 2001;Watkins & Johnson, 2004;Watkins & Yairi, 1997;Watkins et al, 1999). …”

mentioning

confidence: 99%

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Relation of emotional reactivity and regulation to childhood stuttering

Karrass¹,

Walden²,

Conture³

et al. 2006

Journal of Communication Disorders

172

193

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The purpose of the present study was to examine relations between children's emotional reactivity, emotion regulation and stuttering. Participants were 65 preschool children who stutter (CWS) and 56 preschool children who do not stutter (CWNS). Parents completed the Behavior Style Questionnaire (BSQ) [McDevitt S. C., & Carey, W. B. (1978). A measure of temperament in 3-7 year old children. Journal of Child Psychology and Psychiatry and Allied Disciplines,19,[245][246][247][248][249][250][251][252][253]. Three groups of BSQ items measuring emotional reactivity, emotion regulation, and attention regulation were identified by experts in children's emotions. Findings indicated that when compared to their normally fluent peers, CWS were significantly more reactive, significantly less able to regulate their emotions, and had significantly poorer attention regulation, even after controlling for gender, age, and language abilities. Findings suggest that the relatively greater emotional reactivity experienced by preschool children who stutter, together with their relative inability to flexibly control their attention and regulate the emotions they experience, may contribute to the difficulties these children have establishing reasonably fluent speech and language.Learning outcomes-The reader should be able to (1) define emotional reactivity and emotion regulation, (2) explain how emotional reactivity and emotion regulation relate to preschool stuttering, and (3) understand recent empirical evidence linking reactivity and regulation to preschool stuttering.Despite an extensive literature in psychology regarding emotional reactivity and regulation (see Eisenberg & Fabes, 1992, for a review) and an equally extensive literature in speechlanguage pathology regarding stuttering (e.g., Bloodstein, 1995; Conture, 2001; Guitar, 1998), in recent years there has been relatively little intersection between speech-language pathology approaches to stuttering and psychological approaches to emotion, stress and coping (for early, notable exceptions, see Fitzsimons, 1960, and Brutten & Shoemaker, 1967). This is unfortunate given that emotional reactivity and regulation have been shown to influence a wide range of developmentally important outcomes such as communication (Dixon & Shore, 1997;Dixon & Smith, 2000;Karrass & Braungart-Rieker, 2003;Paul & Kellogg, 1997), school performance (Ialongo, Edelsohn, & Kellam, 2001), and psychopathology (Eisenberg et al., 1993; Eisenberg, Fabes et al., 1997) in children who do not stutter.Given the relations among emotional reactivity and regulation and communicative development, there is reason to expect that reactivity and regulation may influence childhood stuttering, or at least possibly exacerbate or maintain the problem. This expectation is consistent with recent reviews and findings from empirical studies regarding the emotional development and behavior of children who stutter (e.g., Anderson, Pellowski, Conture & Kelly, 2003; Embrechts, Ebben, Franke & van de Poel, 1998; Wakaba, 19...

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Section: Influence Of Speech-language Abilities On Relations Between contrasting

confidence: 62%

mentioning

confidence: 99%

Relation of emotional reactivity and regulation to childhood stuttering

Karrass¹,

Walden²,

Conture³

et al. 2006

Journal of Communication Disorders

172

193

View full text Add to dashboard Cite

show abstract

“…For example, research conducted by the Illinois Stuttering Research Project has not revealed language learning difficulties in young children who stutter; in contrast, several investigations revealed expressive language abilities at or above age-level expectations in preschoolers near the onset of stuttering (Watkins et al, 1999). Recent research in other labs supports this conclusion (Anderson & Conture, 2000;Bonelli, Dixon, Bernstein Ratner, & Onslow, 2000;Miles & Bernstein Ratner, 2001;Bernstein Ratner & Silverman, 2000;Rommel, Hage, Kalehne, & Johannsen, 1999). Among several studies however (Anderson & Conture, 2000;Bonelli et al, 2000;Bernstein Ratner & Silverman, 2000), it was noted that although most participants displayed language abilities in the typical range or above, the children who stuttered demonstrated lower language proficiency than matched peer controls.…”

Section: Review Of Selected Literature: Stuttering and Child Languagementioning

confidence: 52%

“…Again, expressive language ability at or above expectations for age has been documented in several investigations, particularly near stuttering onset (Watkins et al, 1999; see also Anderson & Conture, 2000;Miles & Bernstein Ratner, 2001;Silverman & Bernstein Ratner, 2002). This finding is intriguing, particularly in contrast with the speech production difficulty of stuttering.…”

Section: Review Of Selected Literature: Stuttering and Child Languagementioning

confidence: 76%

Subtyping stuttering II: Contributions from language and temperament

Seery

Watkins

Mangelsdorf

et al. 2007

Journal of Fluency Disorders

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The reader will be able to: (1) discuss possible associations of language ability and temperament to the development of stuttering in young children; (2) summarize the subtyping research from the literature on language ability and temperament in young children; (3) generate directions for future research of stuttering subtypes drawn from the literature related to language ability and temperament in young children.

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“…Miles and Ratner (2001) stated that clinicians usually advise parents of children who stutter (CWS) to simplify their linguistic input as a means for promoting fluency. This advice, according to Miles and Ratner, may not only be inefficacious, but it might be potentially harmful to the child's communicative and syntactic development.…”

Section: Introductionmentioning

confidence: 99%

Assessing Syntactic Development among Arabic Speaking Stuttering and Non-Stuttering Children

Baraja’a

Al-fallay

Shoeib

2017

IJL

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The aim of the study was to assess the syntactic development of stuttering and non-stuttering Saudi Arabic-speaking children aged between five and ten years old. The research conducted in collaboration with a native Arabic-speaking phoniatrician. In the current study, the syntactic and morpho-syntactic development of (24) stuttering Saudi Arabic-speaking children (SACWS) (the experimental group) and (29) non-stuttering Saudi Arabic-speaking children (SACWNS) (the control group) were assessed and compared using two modified and validated Arabic tests (namely, Sentence Comprehension Test and Expressive Language Test; developed by Shaalan, 2010). The results indicated that both the receptive and expressive ISSN 1948-5425 2017 www.macrothink.org/ijl 93 syntactic abilities of the SACWS were lower than the same abilities of their SACWNS peers. When conducting group comparisons, the SACWS lagged behind the SACWNS in their receptive and productive syntactic development. It might be concluded that SACWS might have subtle syntactic deficits that may lead to lower syntactic development when compared to their fluent peers. Thus, Saudi Arabic-speaking children might face difficulties in understanding and producing various syntactic and morpho-syntactic features of Arabic; a state of affairs that ought to be considered by teachers, speech pathologists, and parents. International Journal of Linguistics

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Parental Language Input to Children at Stuttering Onset

Cited by 33 publications

References 48 publications

Relation of emotional reactivity and regulation to childhood stuttering

Relation of emotional reactivity and regulation to childhood stuttering

Subtyping stuttering II: Contributions from language and temperament

Assessing Syntactic Development among Arabic Speaking Stuttering and Non-Stuttering Children

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