ReviewSubtyping stuttering II: Contributions from language and temperament
Section snippets
Review of selected literature: stuttering and child language
The connection between language and stuttering in young children is intuitive. Yairi (1983), Bernstein Ratner (1997), and other scholars, observed that stuttering onset coincides with a time of rapid expansion in expressive and receptive language ability (i.e., stuttering most typically begins in 24- to 48-month-old children). During this period children are acquiring new words at a rate of 9–10 per day, expanding and refining their grammatical structures, and learning social uses of language
Subtypes in language disability
In the broad field of language disability, there are several widely-used descriptive subtyping systems. In the adult aphasia literature, the distinction between expressive language problems and global difficulties with both expressive and receptive language is often linked to site of lesion and well-established in clinical application. In early childhood language, research and clinical literature in childhood language disability distinguishes between children with receptive language
Review of selected literature: stuttering and child temperament
Attributing the disorder of stuttering to certain personality characteristics, various emotional conflicts and maladjustments, and psychopathological conditions can be traced back to ancient times. Wingate (1997, p. 14) notes that Aristotle, who lived in the 4th century B.C., wrote in his book, Problemata, that stuttering is provoked by nervousness, a form of fear, that creates coldness. Psychological conditions have been suspected to be contributing factors not only to stuttering onset, but
Subtypes in temperament
Generally, research on child temperament has observed a tradition of utilizing typological terms. Several different systems of subtyping child temperament have been developed. For example, Thomas, Chess, & Birch's (1968) landmark longitudinal study of temperament was based on data rating infants on nine aspects of temperament: mood, approach-withdrawal (reaction to novelty), adaptability (to changes in routine), intensity, rhythmicity or predictability (body rhythms: sleep-wake cycles etc.),
Common insights from the domains of language and temperament
Can these findings offer guidance for the study of stuttering in young children, particularly the effort to characterize subtypes and risk factors? At least two general recommendations appear relevant. First, it does appear valuable to address the question of whether stuttering in young children better conforms to a categorically different developmental pathway, or whether a continuous ability is suggested. This is a fundamental question with far-reaching implications for understanding the
Integrating domains: Directions for future research
In a broad sense, future stuttering research could draw from the child language and temperament literature with particular focus on: (1) contrasting areas of relative strength and weakness, particularly in terms of illuminating differences and varied profiles of development, and (2) probing for certain linguistic skill gaps and/or temperamental response patterns that may be revealed only at developmentally sensitive time points and with appropriate measurement techniques. Both of these
Acknowledgement
Preparation of this manuscript was supported by the United States National Institutes of Health (NIH), National Institute on Deafness and Other Communication Disorders (NIDCD) Grant #R01DC05210, Subtypes and Associated Risk Factors in Stuttering. Principal Investigators: Nicoline Ambrose and Ehud Yairi.
Carol Hubbard Seery earned her PhD at the University of Washington-Seattle. She is the Graduate Program Coordinator and Associate Professor in the Department of Communication Sciences and Disorders at the University of Wisconsin-Milwaukee. Her focus of research and clinical specialization is in speech fluency and stuttering.
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2020, Journal of Fluency DisordersCitation Excerpt :In the general population, social anxiety disorder begins, on average, at about 13 years of age, “sometimes emerges out of a childhood history of social inhibition and shyness… may follow a stressful or humiliating experience (e.g., being bullied)… or may be insidious, developing slowly” (APA, 2017, p. 205). The development of social anxiety is influenced by genetic and epigenetic factors including early parent-child attachment, temperament, emotion and its socialization (e.g., parental co-regulation of emotion and behavior), and other developmental experiences (e.g., with stuttering) (Binns et al., 2019; Conture et al., 2013; Kefalianos et al., 2012; Kraft et al., 2019; Seery, Watkins, Mangelsdorf, & Shigeto, 2007; Smith, Iverach, O’Brian, Kefalianos, & Reilly, 2014). In a recent report, investigators found that 24 % of a sample of 75 seven- to twelve-year olds who stutter met criteria for a diagnosis of social anxiety disorder (Iverach et al., 2016).
Speech disfluencies in children with Down Syndrome
2018, Journal of Communication DisordersA Mutation Associated with Stuttering Alters Mouse Pup Ultrasonic Vocalizations
2016, Current BiologyCitation Excerpt :Given that the deficits of mice were primarily vocal in nature, we compared these vocal deficits with those of PWS. Stuttered and normal speech have been compared using a wide variety of language-based and acoustic analyses [1, 29–35]. To ensure optimal comparability, we applied our mouse-centric analyses to the vocalizations of PWS.
Relation of motor, linguistic and temperament factors in epidemiologic subtypes of persistent and recovered stuttering: Initial findings
2015, Journal of Fluency DisordersEvidence for a rhythm perception deficit in children who stutter
2015, Brain and Language
Carol Hubbard Seery earned her PhD at the University of Washington-Seattle. She is the Graduate Program Coordinator and Associate Professor in the Department of Communication Sciences and Disorders at the University of Wisconsin-Milwaukee. Her focus of research and clinical specialization is in speech fluency and stuttering.
Ruth Watkins earned her PhD at the University of Kansas. She serves as Vice Provost for the University of Illinois at Urbana-Champaign. She provides leadership in the areas of academic affairs, faculty affairs, and strategic planning and implementation. A fellow of the American Speech-Language-Hearing Association, she is a professor in the Department of Speech and Hearing Science. Her research focuses on communication development and disabilities in young children.
Sarah Mangelsdorf earned her PhD at the University of Minnesota. She is a Professor of Psychology, and Dean of the College of Liberal Arts and Sciences at the University of Illinois at Urbana-Champaign. Her areas of expertise include early socioemotional development, attachment, temperament and emotion regulation.
Aya Shigeto is a PhD doctoral candidate in the developmental division of the department of psychology at the University of Illinois at Champaign-Urbana. She is conducting research in the area of parental and child influences on family interaction patterns, and the implications of those patterns for young children's social-emotional development.
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Present address: Department of Psychology, University of Illinois at Urbana-Champaign, 603 East Daniel St., Champaign, IL 61820, United States. Tel.: +1 217 333 1350/244 0672; fax: +1 217 244 5876.
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Present address: Department of Psychology, University of Illinois at Urbana-Champaign, 603 East Daniel St., Champaign, IL 61820, United States. Tel.: +1 217 333 0631; fax: +1 217 244 5876.