The Role of Executive Function in Developmental Stuttering

Anderson, Julie D.; Ofoe, Levi C.

doi:10.1055/s-0039-1692965

Cited by 29 publications

(25 citation statements)

References 68 publications

(102 reference statements)

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“…Both parent reports and cognitive assessments have been used to evaluate EF in CWS and they suggest EF components are depressed in this population [ 6 for a review see 80 ]. WM underpins the ability to store and manipulate relevant information during complex tasks, and is proposed to be critical for fluency [ 64 , 81 – 83 ].…”

Section: Introductionmentioning

confidence: 99%

“…Executive attention oversees available resources for cognitive processes including speech production [ 98 , 99 ]. Both direct and indirect measurements suggest greater difficulty in managing attention for CWS compared to CWNS [for a review see 80 ]. Parent- and teacher-reports point to lower attentional flexibility and sustained attention in CWS [ 100 – 102 ].…”

Section: Introductionmentioning

confidence: 99%

“…Findings related to EF in CWS have been ambivalent [see 6 , 80 ]. Variability across studies may be a function of the tasks employed.…”

Section: Introductionmentioning

confidence: 99%

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Associations between stuttering, comorbid conditions and executive function in children: a population-based study

2020

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Background The aim of this study was to investigate the relationship between executive function (EF), stuttering, and comorbidity by examining children who stutter (CWS) and children who do not stutter (CWNS) with and without comorbid conditions. Data from the National Health Interview Survey were used to examine behavioral manifestations of EF, such as inattention and self-regulation, in CWS and CWNS. Methods The sample included 2258 CWS (girls = 638, boys = 1620), and 117,725 CWNS (girls = 57,512; boys = 60,213). EF, and the presence of stuttering and comorbid conditions were based on parent report. Descriptive statistics were used to describe the distribution of stuttering and comorbidity across group and sex. Regression analyses were to determine the effects of stuttering and comorbidity on EF, and the relationship between EF and socioemotional competence. Results Results point to weaker EF in CWS compared to CWNS. Also, having comorbid conditions was also associated with weaker EF. CWS with comorbidity showed the weakest EF compared to CWNS with and without comorbidity, and CWS without comorbidity. Children with stronger EF showed higher socioemotional competence. A majority (60.32%) of CWS had at least one other comorbid condition in addition to stuttering. Boys who stutter were more likely to have comorbid conditions compared to girls who stutter. Conclusion Present findings suggest that comorbidity is a common feature in CWS. Stuttering and comorbid conditions negatively impact EF.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Associations between stuttering, comorbid conditions and executive function in children: a population-based study

2020

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“…Scientific analysis of the research problem has shown that many authors value the role of functional training with stutterers. The latter allows the appropriate verbal behavior to be formed and use of word as communication mean in different social environment (Anderson & Ofoe, 2019;Missulovin, 1988). According to authors these interventions must first be organized at home, but in many cases families are not aware about the methods and tools that can be used while organizing this intervention in practice.…”

Section: Procedures and Resultsmentioning

confidence: 99%

Modern Issues Of Overcoming Stuttering In Speech Therapy

Saratikyan

2020

AJSE

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Despite the fact that the phenomenon of "stuttering" is quite a mature and comprehensively studied issue in speech therapy, still many ambiguous sides of this problem remain unresolved. Most modern researchers would agree that multiple factors, including those associated with linguistic, motor, sensory, and emotional processes, are likely involved in its development and preservation. According to the conceptual analysis of the problem of speech therapy, the need for a comprehensive application of speech therapy methods in the process of overcoming stuttering, as well as the need to introduce them in social micro-macro environments, is indisputable. The "maps" outlining the guidelines and the action plan, which would support the effective implementation of the latter. A qualitative framework was used in order to obtain the review and experience that specialists have had during their practices while working with stuttering person and his/her family.

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“…The construct of executive function was chosen because it has been linked to childhood stuttering (Ntourou et al, 2018 ; Anderson and Ofoe, 2019 ). Executive function refers to a suite of higher-order cognitive processes, particularly attention, working memory, and inhibitory control, that are implicated in planning and goal-directed behavior (Miyake et al, 2000 ).…”

Section: Emotional Reactivity and Regulation In Children Who Stuttermentioning

confidence: 99%

Emotional Reactivity and Regulation in Preschool-Age Children Who Do and Do Not Stutter: Evidence From Autonomic Nervous System Measures

Tumanova

Wilder

Gregoire

et al. 2020

Front. Hum. Neurosci.

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Purpose: This experimental cross-sectional research study examined the emotional reactivity and emotion regulation in preschool-age children who do (CWS) and do not stutter (CWNS) by assessing their psychophysiological response during rest and while viewing pictures from the International Affective Picture System (Lang et al., 2008).Method: Participants were 18 CWS (16 boys and two girls; mean age 4 years, 5 months) and 18 age- and gender-matched CWNS. Participants' psychophysiological responses were measured during two baselines and two picture viewing conditions. Skin conductance level (SCL) and heart rate were measured to assess emotional reactivity. Respiratory sinus arrhythmia (RSA) was measured to assess emotional regulation. Participants' shyness and executive function were assessed via parent report and considered for their effects on participants' psychophysiological responses.Results: First, CWNS and CWS did not differ in their initial baseline SCL, heart rate, or RSA, but all participants had higher SCL and lower RSA in the second baseline, subsequent to the first challenge condition, compared to the first baseline. Second, during the challenge conditions, CWS did not differ from CWNS in their SCL, but showed a significantly higher heart rate than CWNS. Third, CWS exhibited a significantly lower RSA during the challenge conditions compared to CWNS. Lastly, the temperamental quality of shyness was associated with preschool-age children's SCL, such that participants who were rated higher in shyness had a higher SCL during the challenge conditions. Participants' executive function had a marginally significant effect on the RSA, such that the participants who had higher executive function composite scores exhibited lower RSA during the challenge conditions.Conclusions: Our findings suggest that CWS and CWNS did not differ in their emotional reactivity and emotional regulation abilities at rest. During challenge conditions, however, CWS tended to be more emotionally reactive, as indicated by a higher heart rate, and also employed more emotional regulation, indexed by a greater decrease in RSA, compared to CWNS. Preschool-age children's behavior is largely dominated by reactivity, but there is the emergence of regulation, which can help children adjust to various contextual demands. For CWS who are more emotionally reactive, regulatory skills may be particularly critical to their prognosis and treatment.

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The Role of Executive Function in Developmental Stuttering

Cited by 29 publications

References 68 publications

Associations between stuttering, comorbid conditions and executive function in children: a population-based study

Associations between stuttering, comorbid conditions and executive function in children: a population-based study

Modern Issues Of Overcoming Stuttering In Speech Therapy

Emotional Reactivity and Regulation in Preschool-Age Children Who Do and Do Not Stutter: Evidence From Autonomic Nervous System Measures

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