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Behavioral study of emotional reacti...

Ntourou, Aikaterini.

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Behavioral study of emotional reactivity and emotion regulation in preschool-age children who stutter.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Behavioral study of emotional reactivity and emotion regulation in preschool-age children who stutter./
Author:	Ntourou, Aikaterini.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2011,
Description:	78 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-03(E), Section: B.
Contained By:	Dissertation Abstracts International75-03B(E).
Subject:	Speech therapy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3576631
ISBN:	9781303564475

Behavioral study of emotional reactivity and emotion regulation in preschool-age children who stutter.
Ntourou, Aikaterini.

Behavioral study of emotional reactivity and emotion regulation in preschool-age children who stutter. - Ann Arbor : ProQuest Dissertations & Theses, 2011 - 78 p.

Source: Dissertation Abstracts International, Volume: 75-03(E), Section: B.

Thesis (Ph.D.)--Vanderbilt University, 2011.

This item is not available from ProQuest Dissertations & Theses.

The contribution of emotion to the onset, maintenance and exacerbation of developmental stuttering has long been discussed (e.g., Glauber, 1958; Johnson, 1955, 1959; Sheehan, 1953). Alongside such discussion, numerous empirical studies of the relation of emotional processes to stuttering have been reported, with most of these studies involving adults who stutter (e.g., Baumgartner & Brutten, 1983; Caruso, Chodzko-Zajko, Bidinger & Sommers, 1994; Dietrich & Roaman, 2001; Weber & Smith, 1990). Recently, however, more attention has been paid to the relation between emotion and stuttering in children who stutter (e.g., Anderson, Pellowski, Conture, & Kelly, 2003; Arnold, Conture, Key & Walden, 2011; Johnson, Walden, Conture, & Karrass, 2010; Karrass et al., 2006; Eggers, de Nil, & van den Bergh, 2010). This increased attention to children is noteworthy because stuttering typically begins in early childhood, a period of time prior to extensive experience with well-established learned reactions to the disorder. Due to this fact, the study of stuttering in preschool-age children who stutter may help us better understand the directionality of effect between emotion and stuttering, something often debated but still poorly understood.

ISBN: 9781303564475Subjects--Topical Terms:

520446
Speech therapy.

Behavioral study of emotional reactivity and emotion regulation in preschool-age children who stutter.
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100 1 $a Ntourou, Aikaterini. $3 3429727
245 1 0 $a Behavioral study of emotional reactivity and emotion regulation in preschool-age children who stutter.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2011
300 $a 78 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-03(E), Section: B.
500 $a Adviser: Edward G. Conture.
502 $a Thesis (Ph.D.)--Vanderbilt University, 2011.
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a The contribution of emotion to the onset, maintenance and exacerbation of developmental stuttering has long been discussed (e.g., Glauber, 1958; Johnson, 1955, 1959; Sheehan, 1953). Alongside such discussion, numerous empirical studies of the relation of emotional processes to stuttering have been reported, with most of these studies involving adults who stutter (e.g., Baumgartner & Brutten, 1983; Caruso, Chodzko-Zajko, Bidinger & Sommers, 1994; Dietrich & Roaman, 2001; Weber & Smith, 1990). Recently, however, more attention has been paid to the relation between emotion and stuttering in children who stutter (e.g., Anderson, Pellowski, Conture, & Kelly, 2003; Arnold, Conture, Key & Walden, 2011; Johnson, Walden, Conture, & Karrass, 2010; Karrass et al., 2006; Eggers, de Nil, & van den Bergh, 2010). This increased attention to children is noteworthy because stuttering typically begins in early childhood, a period of time prior to extensive experience with well-established learned reactions to the disorder. Due to this fact, the study of stuttering in preschool-age children who stutter may help us better understand the directionality of effect between emotion and stuttering, something often debated but still poorly understood.
520 $a As discussed by Treon (2010), the directionality effect has led some to suggest that stuttering and/or instances of stuttering play a causal or contributing role in the creation of emotion (i.e., stuttering → emotion). In contrast, others have proposed that emotion play a causal or contributing role in the onset and development of stuttering (i.e., emotion → stuttering). Still others (e.g., Frankel, Walden, & Conture, 2011) view emotions and stuttering as gbidirectionally influencing each other through complex, dynamic emotional and communicative processesh (p.4) (i.e., emotion ↔ stuttering).
520 $a It is, of course, challenging to determine which, if any, of these perspectives best accounts for the directionality of effect between emotion and stuttering. As suggested above, however, one possible means to disentangle antecedent contributions to versus subsequent consequences of stuttering is to study young children who stutter. In the present study, therefore, we experimentally investigated the relation between emotional processes (emotional reactivity, emotion regulation) and developmental stuttering in young children who do stutter (CWS) and do not stutter (CWNS). To do so, the present author employed the Dual Diathesis-Stressor (DD-S) model of stuttering (Conture & Walden, in press) as a conceptual framework.
590 $a School code: 0242.
650 4 $a Speech therapy. $3 520446
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710 2 $a Vanderbilt University. $3 1017501
773 0 $t Dissertation Abstracts International $g 75-03B(E).
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791 $a Ph.D.
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793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3576631