The relationship between anxiety and stuttering: a multidimensional approach

Ezrati-Vinacour, Ruth; Levin, Iris

doi:10.1016/j.jfludis.2004.02.003

Cited by 147 publications

(85 citation statements)

References 37 publications

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“…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, 1998 Inque, & Fujino, 2003;Yairi & Williams, 1970), as well as adults who stutter (e.g., Alm, 2004;Craig, Hancock, Tran, & Craig, 2003;Ezrati-Vinacour & Levin, 2004;Guitar, 2003;Messenger, Onslow, Packman, & Menzies, 2004). Such speculation and empirical findings are also consistent with parent reports and clinical observations that children who stutter are "highstrung," "excitable," "timid," and "restless," with "exaggerated fears" (Glasner, 1949).…”

Section: Introductionsupporting

confidence: 89%

Relation of emotional reactivity and regulation to childhood stuttering

Karrass¹,

Walden²,

Conture³

et al. 2006

Journal of Communication Disorders

173

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: Introductionsupporting

confidence: 89%

Relation of emotional reactivity and regulation to childhood stuttering

Karrass¹,

Walden²,

Conture³

et al. 2006

Journal of Communication Disorders

173

193

View full text Add to dashboard Cite

show abstract

“…Physiological and emotional anxiety has been reported in persons who stutter (Blomgren, Roy, Callister, & Merrill, 2005;Blood, Blood, Bennett, Simpson, & Susman, 1994;Blood, Wertz, Blood, Bennett, & Simpson, 1997;Caruso, Chodzko-Zajko, Bidinger, & Sommers, 1994;Craig, 1990;Craig, Hancock, Tran, & Craig, 2003;DeCarle & Pato, 1996;Dietrich & Roaan, 2001;Ezrati-Vinacour & Levin, 2004;Fitzgerald, Djurdjic, & Maguin, 1992;Gabel, Colcord, & Petrosino, 2002;Kraaimaat, Jansseen, & Brutten, 1988;Kraaimaat, Vanryckeghem, & Van Dam-Baggen, 2002;Mahr & Torosian, 1999;Menzies, Onslow, & Packman, 1999;Messenger, Onslow, Packman, & Menzies, 2004;Miller & Watson, 1992;Schneier, Wexler, & Liebewitz, 1997;Weber & Smith, 1990). Numerous standardized scales, equipment measuring emotional arousal, heart rate, blood pressure, and skin conductance, personality inventories, subjective ratings, sensitivity, avoidance, stress, and distress scales are used to evaluate both state and trait anxiety in persons who stutter.…”

Section: Anxiety and Adults Who Stuttermentioning

confidence: 99%

“…It has been reported that as high as 44% of clients seeking treatment for stuttering could be assigned a co-occurring social phobia or social anxiety diagnosis (Stein, Baird, & Walker, 1996). In both state and trait anxiety, Craig (1990) and Ezrati-Vinacour and Levin (2004) showed that clinical samples of people who stutter (PWS) scored higher than control participants.…”

Section: Anxiety and Adults Who Stuttermentioning

confidence: 99%

Anxiety levels in adolescents who stutter

Blood

Maloney

et al. 2007

Journal of Communication Disorders

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High levels of anxiety can negatively affect the lives of children and adolescents. Thirty-six adolescents who stutter and 36 adolescents who do not stutter were administered standardized scales for anxiety and self-esteem. Significant differences were found for the total T-scores for Revised Children's Manifest Anxiety Scale for the two groups, although both groups mean T-scores were within normal range. Eighty-three percent of adolescents who stutter and 95% of adolescents who do not stutter earned scores in the normal range. No significant differences were found on the self-esteem scale, with 86% of adolescents who stutter and 97% of adolescents who do not stutter earning scores in the normal/positive range. Adolescents who stutter with co-occurring disorders displayed significantly higher levels of anxiety than adolescents who stutter with no co-occurring disorders. No significant differences were found between groups on ethnicity, socioeconomic class, gender and anxiety levels. A positive, significant correlation between anxiety scores and self-esteem scores was found for both groups.Learning outcomes: Readers will learn about and understand (a) the role of anxiety and selfesteem in stuttering; (b) the methods used to evaluate anxiety and self-esteem in adolescents; and (c) the similarities between adolescents who stutter and adolescents who do not stutter on anxiety and self-esteem scales. #

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“…Most studies have shown that stuttering has a signifi-cant relation with the level of social anxiety (20)(21)(22)(23)(24)(25), so that the levels of tiredness, mental and emotional disorders will be increased in them and on the contrary, their social activities will be decreased (14,26). Some studies show that one factor causes anxiety in people with stuttering is stuttering return after treatment and most of adults who stutter (AWS) have experienced this situation (18,27,28).…”

Section: Introductionmentioning

confidence: 99%

Effects of Stuttering on Quality of Life in Adults Who Stutter

Kasbi

Mokhlesin

Maddah

et al. 2015

Middle East J Rehabil Health

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Background: Stuttering is potentially a socio communicational problem, which has negative effects on individuals' mental and emotional health and other aspects of life. Recognizing the quality of life (QOL) dimensions in adults who stutter can be useful in treatment planning and preventing later mental, emotional and social disorders. Objectives: This study aimed to investigate the QOL and its relationship with stuttering severity in adults who stutter. Patients and Methods:This analytic-descriptive study was performed on 78 adults (61 males and 17 females) who stuttered and 78 normal control cases in Mashhad City, Iran. Short-form 36 (SF-36) questionnaire of QOL was used to collect data and the percentage of syllables stuttered (%SS) was determined in a spontaneous speech sample as a frequency measurement tool. Mann-Whitney test was used to compare data between the groups and ANOVA test was also used to evaluate the correlation between stuttering severity and QOL dimensions. Results: This study showed a significant difference between the groups in mean scores of QOL, general and emotional health, social and physical functions, vitality and role limitations made by physical and emotional problems (P < 0.05). No significant difference was found in pain between the groups and there was no significant relation between %SS and dimensions of QOL (P > 0.05). Conclusions: Stuttering has negative effects on different dimensions of QOL among individuals. Thus, it is necessary to pay special attention to its prevention and treatment before it is developed into a completed and progressive condition.

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The relationship between anxiety and stuttering: a multidimensional approach

Cited by 147 publications

References 37 publications

Relation of emotional reactivity and regulation to childhood stuttering

Relation of emotional reactivity and regulation to childhood stuttering

Anxiety levels in adolescents who stutter

Effects of Stuttering on Quality of Life in Adults Who Stutter

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