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Temperament, emotion, and childhood stuttering
Robin Jones1, Dahye Choi1, Edward Conture1
1Department of Hearing and Speech Sciences.
Seminars in Speech and Language
|May 1, 2014
Summary
Temperament and emotion may contribute to developmental stuttering. Preschool children who stutter (CWS) show distinct temperament and emotion differences compared to peers, suggesting potential clinical applications.
Area of Science:
- Neuroscience
- Developmental Psychology
- Speech-Language Pathology
Background:
- Temperament, characterized by reactivity and self-regulation, influences behavioral tendencies.
- Emotional states can affect stuttering variability within and between situations.
- Temperament and emotion are potential contributors to the onset and development of stuttering.
Purpose of the Study:
- To explore the role of temperament and emotion in developmental stuttering.
- To investigate differences in temperament and emotion between preschool children who stutter (CWS) and their peers.
- To discuss potential clinical implications for understanding and treating stuttering.
Main Methods:
- Review of existing empirical findings on temperament and emotion in CWS.
- Comparison of temperamental and emotional profiles of CWS with non-stuttering children.
- Exploration of nascent research on temperament in preschool-aged CWS.
Main Results:
- Preschool CWS exhibit differences in temperament and emotion compared to children who do not stutter.
- Temperamental tendencies may lead to increased reactivity or coping difficulties.
- Empirical study of temperament in preschool CWS is still in its early stages.
Conclusions:
- Temperament and emotion may play a causal role in developmental stuttering.
- Potential clinical implications include tailoring treatments to a child's temperament and using temperament to predict treatment success.
- Further research is needed due to the nascent stage of empirical study.
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