J Abnorm Child Psychol

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.KL2 RR024977/RR/NCRR NIH HHS/United StatesP30HD15052/HD/NICHD NIH HHS/United StatesR01 DC000523/DC/NIDCD NIH HHS/United StatesR01 DC006477/DC/NIDCD NIH HHS/United StatesR01 DC006477-01A2/DC/NIDCD NIH HHS/United StatesR01DC000523-13/DC/NIDCD NIH HHS/United StatesR56 DC000523/DC/NIDCD NIH HHS/United StatesT32 HD007226/HD/NICHD NIH HHS/United StatesT32-CH18921/CH/OID CDC HHS/United StatesTL1 RR024978/RR/NCRR NIH HHS/United StatesUL1 RR024975/RR/NCRR NIH HHS/United StatesUL1 RR024975/RR/NCRR NIH HHS/United States2013-08-12T00:00:00Z22016200PMC374056