Emotional arousal and regulation in children who stutter Empirical studies have reported that various aspects of emotional arousal and emotion regulation differ between CWS and CWNS, as reported by parents on standardized questionnaires [4,6,7,12,13]. For example, Anderson et al. [4] found CWS exhibit less adaptability, less distractibility, and less rhythmicity than fluent peers. Eggers et al. [12] reported that CWS scored higher on anger and frustration on interrupted tasks, positive excitement when anticipating a forthcoming, pleasurable activity, and exhibited excess motor movements like nail biting, fidgeting and blinking. Karrass et al. [7] reported greater emotional reactivity, greater difficulty regulating emotions, and lower attention regulation for CWS. Seery et al. [13] reported that CWS exhibit lower adapt-The purpose of this study was to examine the relation between daily emotions and stuttering. Daily data was acquired over an academic year from a three-year-old boy near onset of stuttering. The boy's caregiver provided daily ratings regarding fluency and emotionality of the child during the four greatest emotional events of the child's day. Each event was rated with respect to (a) event intensity, (b) emotional intensity, and (c) stuttering frequency. Results showed that daily ratings of stuttering frequency, as reported by the child's caregiver, were related to event intensity rather than the child's emotional intensity. Emotional intensity was related to stuttering frequency for negative emotions only. Thus, event intensity may contribute to both emotional arousal and stuttering.