Dual Diathesis-Stressor Model of Emotional and Linguistic Contributions to Developmental Stuttering

Walden, Tedra A.; Frankel, Carl B.; Buhr, Anthony P.; Johnson, Kia N.; Conture, Edward G.; Karrass, Jan M.

doi:10.1007/s10802-011-9581-8

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CDC STACKS serves as an archival repository of CDC-published products including scientific findings, journal articles, guidelines, recommendations, or other public health information authored or co-authored by CDC or funded partners. As a repository, CDC STACKS retains documents in their original published format to ensure public access to scientific information.

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Dual Diathesis-Stressor Model of Emotional and Linguistic Contributions to Developmental Stuttering

5 2012
By Walden, Tedra A. ; Frankel, Carl B. ; Buhr, Anthony P. ; ...
http://dx.doi.org/10.1007/s10802-011-9581-8
Source: J Abnorm Child Psychol. 2011; 40(4):633-644

[PDF-547.65 KB]

English

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Details:

Alternative Title:

J Abnorm Child Psychol
Personal Author:

Walden, Tedra A. ; Frankel, Carl B. ; Buhr, Anthony P. ; Johnson, Kia N. ; Conture, Edward G. ; ... More +

Walden, Tedra A. ; Frankel, Carl B. ; Buhr, Anthony P. ; Johnson, Kia N. ; Conture, Edward G. ; Karrass, Jan M. Less -
Description:

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 emotion diathesis consists of proclivities to emotional reactivity and regulation of emotion, and the emotion stressor consists of experimentally manipulated emotional inductions prior to narrative speaking tasks. Preschool-age children who do and do not stutter were exposed to three emotion-producing overheard conversations-neutral, positive, and angry. Emotion and emotion-regulatory behaviors were coded while participants listened to each conversation and while telling a story after each overheard conversation. Instances of stuttering during each story were counted. Although there was no main effect of conversation type, results indicated that stuttering in preschool-age children is influenced by emotion and language diatheses, as well as coping strategies and situational emotional stressors. Findings support the dual diathesis-stressor model of stuttering.
Subjects:

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Adaptation, Psychological Aggression Anxiety Attitude To Health Child, Preschool Emotions Female Humans Language Development Male Models, Psychological Stress, Psychological Stuttering
Keywords:

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Developmental Stuttering Disfluency Emotion Emotion Regulation
Source:

J Abnorm Child Psychol. 2011; 40(4):633-644
Pubmed ID:

22016200
Pubmed Central ID:

PMC3740566
Document Type:

Journal Article
Funding:

R01 DC006477-01A2/DC/NIDCD NIH HHSUnited States/ ; TL1 RR024978/RR/NCRR NIH HHSUnited States/ ; T32-CH18921/CH/OID CDC HHSUnited States/ ; R56 DC000523/DC/NIDCD NIH HHSUnited States/ ; T32 HD007226/HD/NICHD NIH HHSUnited States/ ; ... More +

R01 DC006477-01A2/DC/NIDCD NIH HHSUnited States/ ; TL1 RR024978/RR/NCRR NIH HHSUnited States/ ; T32-CH18921/CH/OID CDC HHSUnited States/ ; R56 DC000523/DC/NIDCD NIH HHSUnited States/ ; T32 HD007226/HD/NICHD NIH HHSUnited States/ ; R01DC000523-13/DC/NIDCD NIH HHSUnited States/ ; R01 DC000523/DC/NIDCD NIH HHSUnited States/ ; R01 DC006477/DC/NIDCD NIH HHSUnited States/ ; UL1 RR024975/RR/NCRR NIH HHSUnited States/ ; P30HD15052/HD/NICHD NIH HHSUnited States/ ; KL2 RR024977/RR/NCRR NIH HHSUnited States/ Less -
Volume:

40
Issue:

4
Collection(s):

CDC Public Access
Main Document Checksum:

[+]

urn:sha256:b814cfb6330f11b55d5794c5117efab00c58273a9afbfd019f99a2d6084c619f
Download URL:

https://stacks.cdc.gov/view/cdc/33612/cdc_33612_DS1.pdf
File Type:

	nihms498080.nxml	xml
	nihms498080f1.gif	gif
	nihms498080f1.jpg	jpeg

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