Factors Associated With Negative Attitudes Toward Speaking in Preschool-Age Children Who Do and Do Not Stutter

This study explored relations between the negativity of children's speech-related attitudes as measured by the Communication Attitude Test for Preschool and Kindergarten Children Who Stutter (KiddyCAT; Vanryckeghem & Brutten, 2007) and (a) age; (b) caregiver reports of stuttering and its social consequences; (c) types of disfluencies; and (d) standardized speech, vocabulary, and language scores.

Participants were 46 preschool-age children who stutter (CWS; 12 females, 34 males) and 66 preschool-age children who do not stutter (CWNS; 35 females, 31 males). After a conversation, children completed standardized tests and the KiddyCAT while their caregivers completed scales on observed stuttering behaviors and their consequences.

The KiddyCAT scores of both the CWS and the CWNS were significantly negatively correlated with age. Both groups' KiddyCAT scores increased with higher scores on the Speech Fluency Rating Scale of the Test of Childhood Stuttering (Gillam, Logan, & Pearson, 2009). Repetitions were a significant contributor to the CWNS's KiddyCAT scores, but no specific disfluency significantly contributed to the CWS's KiddyCAT scores. Greater articulation errors were associated with higher KiddyCAT scores in the CWNS. No standardized test scores were associated with KiddyCAT scores in the CWS.

Attitudes that speech is difficult are not associated with similar aspects of communication for CWS and CWNS. Age significantly contributed to negative speech attitudes for CWS, whereas age, repetitions, and articulation errors contributed to negative speech attitudes for CWNS.