After reading this article, the reader will be able to: (1) describe the concept of temperament, including Rothbart's temperamental model, and its functional significance; (2) explain the CBQ-based (Children's Behavior Questionnaire) temperamental differences between CWS and CWNS; and (3) explain possible pathways for interaction between temperament and the development of stuttering.

No abstract

These data confirm that although stuttering, voice-disordered, and typically developing children may differ quantitatively with regard to mean scores on temperament scales, they are similar in terms of their overall underlying temperament structure. The equivalence of temperament structure provides a basis for further comparison of mean group scores on the individual temperament scales.

Current findings corroborate previously found differences in self-regulatory behavior and were taken to suggest a possible role for attentional processes in developmental stuttering.