Traits attributed to stuttering and nonstuttering children by their mothers

Fowlie, Gary M.; Cooper, Eugene B.

doi:10.1016/0094-730x(78)90023-2

Cited by 75 publications

(52 citation statements)

References 12 publications

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“…There are studies linking temperamental characteristics to stuttering in preschool and school-age children, however. Results of these studies, based on several methodologies, have indicated that young children who stutter (CWS), when compared to children who do not stutter (CWNS), are (a) less successful in maintaining attention and adapting to their environment (Embrechts et al, 1998), (b) less adaptable to change, differences and novelty, less rhythmic in their daily life activities, and less distractible (Anderson et al, 2003), (c) more reactive to environmental stimuli (Wakaba, 1998), and (d) more sensitive, anxious, introverted, and withdrawn (Fowlie & Cooper, 1978;Glasner, 1949). One contradictory finding was that of Lewis and Goldberg (1997), who found that children "at-risk for stuttering" exhibited temperamental profiles consistent with high adaptability to change and a positive approach to new stimuli.…”

mentioning

confidence: 99%

Relation of emotional reactivity and regulation to childhood stuttering

Karrass¹,

Walden²,

Conture³

et al. 2006

Journal of Communication Disorders

175

193

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The purpose of the present study was to examine relations between children's emotional reactivity, emotion regulation and stuttering. Participants were 65 preschool children who stutter (CWS) and 56 preschool children who do not stutter (CWNS). Parents completed the Behavior Style Questionnaire (BSQ) [McDevitt S. C., & Carey, W. B. (1978). A measure of temperament in 3-7 year old children. Journal of Child Psychology and Psychiatry and Allied Disciplines,19,[245][246][247][248][249][250][251][252][253]. Three groups of BSQ items measuring emotional reactivity, emotion regulation, and attention regulation were identified by experts in children's emotions. Findings indicated that when compared to their normally fluent peers, CWS were significantly more reactive, significantly less able to regulate their emotions, and had significantly poorer attention regulation, even after controlling for gender, age, and language abilities. Findings suggest that the relatively greater emotional reactivity experienced by preschool children who stutter, together with their relative inability to flexibly control their attention and regulate the emotions they experience, may contribute to the difficulties these children have establishing reasonably fluent speech and language.Learning outcomes-The reader should be able to (1) define emotional reactivity and emotion regulation, (2) explain how emotional reactivity and emotion regulation relate to preschool stuttering, and (3) understand recent empirical evidence linking reactivity and regulation to preschool stuttering.Despite an extensive literature in psychology regarding emotional reactivity and regulation (see Eisenberg & Fabes, 1992, for a review) and an equally extensive literature in speechlanguage pathology regarding stuttering (e.g., Bloodstein, 1995; Conture, 2001; Guitar, 1998), in recent years there has been relatively little intersection between speech-language pathology approaches to stuttering and psychological approaches to emotion, stress and coping (for early, notable exceptions, see Fitzsimons, 1960, and Brutten & Shoemaker, 1967). This is unfortunate given that emotional reactivity and regulation have been shown to influence a wide range of developmentally important outcomes such as communication (Dixon & Shore, 1997;Dixon & Smith, 2000;Karrass & Braungart-Rieker, 2003;Paul & Kellogg, 1997), school performance (Ialongo, Edelsohn, & Kellam, 2001), and psychopathology (Eisenberg et al., 1993; Eisenberg, Fabes et al., 1997) in children who do not stutter.Given the relations among emotional reactivity and regulation and communicative development, there is reason to expect that reactivity and regulation may influence childhood stuttering, or at least possibly exacerbate or maintain the problem. This expectation is consistent with recent reviews and findings from empirical studies regarding the emotional development and behavior of children who stutter (e.g., Anderson, Pellowski, Conture & Kelly, 2003; Embrechts, Ebben, Franke & van de Poel, 1998; Wakaba, 19...

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mentioning

confidence: 99%

Relation of emotional reactivity and regulation to childhood stuttering

Karrass¹,

Walden²,

Conture³

et al. 2006

Journal of Communication Disorders

175

193

View full text Add to dashboard Cite

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“…shown to exist among parents (Crowe & Cooper, 1977;Fowlie & Cooper, 1978;Woods & Williams, 1976), speech language clinicians Cooper & Rustin, 1985;Lass, Ruscello, Pannbacker, Schmitt, & Everly-Myers, 1989;Turnbaugh, Guitar, & Hoffman, 1979), students (St. Louis & Lass, 1981;White & Collins, 1984), store clerks (McDonald & Frick, 1954), teachers (Crowe & Cooper, 1977;Crowe & Walton, 1981;Lass, Ruscello, Schmitt, Pannbacker, Orlando, Dean, Ruziska, & Bradshaw), vocational rehabilitation counselors , and employers .…”

Section: Stereotypes Of Stutterersmentioning

confidence: 99%

Stereotypes of stutterers and nonstutterers in three rural communities in Newfoundland

Doody

Kalinowski

Armson

et al. 1993

Journal of Fluency Disorders

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“…Findings from published studies, based on several different methodologies, have generally indicated that young CWS, when compared to CWNS, are (a) less successful in maintaining attention and adapting to their environment (Embrechts et al, 2000), (b) more reactive to environmental stimuli (Wakaba, 1998), and (c) more sensitive, anxious, introverted, and withdrawn (Fowlie & Cooper, 1978;Glasner, 1949). Several unpublished studies have also reported that CWS tend to have higher levels of sensitivity than CWNS (LaSalle, 1999;Oyler, 1996Oyler, , 1999Oyler & Ramig, 1995).…”

mentioning

confidence: 99%

mentioning

confidence: 99%

“…There are three additional studies, one published and two unpublished, in which school-age CWS were included as participants (Fowlie & Cooper, 1978;Oyler, 1996;Oyler & Ramig, 1995). These researchers reported significant differences in temperamental characteristics between school-age CWS and CWNS-for example, CWS are reportedly more sensitive and withdrawn than CWNS (Fowlie & Cooper, 1978). Similarly, Guitar (2003) found that adults who stutter, when compared to adults who do not stutter on a standardized test of temperament, scored significantly higher on the temperamental trait labeled "nervous."…”

mentioning

confidence: 99%

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Temperamental Characteristics of Young Children Who Stutter

Anderson

Pellowski

Conture

et al. 2003

J Speech Lang Hear Res

178

196

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The purpose of this investigation was to assess the temperamental characteristics of children who do (CWS) and do not (CWNS) stutter using a norm-referenced parent-report questionnaire. Participants were 31 CWS and 31 CWNS between the ages of 3;0 (years;months) and 5;4 (CWS: mean age = 48.03 months; CWNS: mean age = 48.58 months). The CWS were matched by age (±4 months), gender, and race to the CWNS. All participants had speech, language, and hearing development within normal limits, with the obvious exception of stuttering for CWS. Children's temperamental characteristics were determined using the Behavioral Style Questionnaire (BSQ; S. C. McDevitt & W. B. Carey, 1978), which was completed by each child's parents. Results, based on parent responses to the BSQ, indicated that CWS are more apt, when compared to CWNS, to exhibit temperamental profiles consistent with hypervigilance (i.e., less distractibility), nonadaptability to change, and irregular biological functions. Findings suggest that some temperamental characteristics differentiate CWS from CWNS and could conceivably contribute to the exacerbation, as well as maintenance, of their stuttering.

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Traits attributed to stuttering and nonstuttering children by their mothers

Cited by 75 publications

References 12 publications

Relation of emotional reactivity and regulation to childhood stuttering

Relation of emotional reactivity and regulation to childhood stuttering

Stereotypes of stutterers and nonstutterers in three rural communities in Newfoundland

Temperamental Characteristics of Young Children Who Stutter

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