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This study assessed emotional and speech-language contributions to childhood stuttering. A dual diathesis-stressor framework guided this study, in which both linguistic requirements and skills, and emotion and its regulation, are hypothesized to contribute to stuttering. The language diathesis consists of expressive and receptive language skills. The(More)
PURPOSE Emotional regulation of preschool children who stutter (CWS) and children who do not stutter (CWNS) was assessed through use of a disappointing gift (DG) procedure (P. M. Cole, 1986; C. Saarni, 1984, 1992). METHOD Participants consisted of 16 CWS and CWNS (11 boys and 5 girls in each talker group) who were 3 to 5 years of age. After assessing each(More)
PURPOSE This preliminary investigation assessed the attentional processes of preschool-age children who do (CWS) and do not stutter (CWNS) during Traditional cueing and Affect cueing tasks. METHOD Participants consisted of 12 3- to 5-year-old CWS and the same number of CWNS (all boys). Both talker groups participated in two tasks of shifting and focusing(More)
PURPOSE The purpose of this project was to investigate the possible relation between standardized measures of vocabulary/language, mother and father education, and a composite measure of socioeconomic status (SES) for children who do not stutter (CWNS) and children who stutter (CWS). METHODS Participants were 138 CWNS and 159 CWS between the ages of 2;6(More)
UNLABELLED The purpose of this study was to investigate whether variations in disfluencies of young children who do (CWS) and do not stutter (CWNS) significantly change their talker group classification or diagnosis from stutterer to nonstutterer, and vice versa. Participants consisted of seventeen 3- to 5-year-old CWS and nine 3- to 5-year-old CWNS, with(More)
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