Temperamental Characteristics of Young Children Who Stutter

Autor/inn/en	Anderson, Julie D.; Pellowski, Mark W.; Conture, Edward G.; Kelly, Ellen M.
Titel	Temperamental Characteristics of Young Children Who Stutter
Quelle	In: Journal of Speech, Language, and Hearing Research, 46 (2003) 5, S.1221-1233 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2003/095)
Schlagwörter	Personality Assessment; Stuttering; Measures (Individuals); Personality Traits; Young Children; Parent Attitudes; Psychological Patterns; Individual Characteristics + Suchen Sie Ihr Suchwort? Persönlichkeitsanalyse; Stammer; Stottern; Messdaten; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Frühe Kindheit; Elternverhalten; Personality traits
Abstract	The purpose of this investigation was to assess the temperamental characteristics of children who do (CWS) and do not (CWNS) stutter using a norm-referenced parent-report questionnaire. Participants were 31 CWS and 31 CWNS between the ages of 3;0 (years;months) and 5;4 (CWS: mean age = 48.03 months; CWNS: mean age = 48.58 months). The CWS were matched by age (plus or minus 4 months), gender, and race to the CWNS. All participants had speech, language, and hearing development within normal limits, with the obvious exception of stuttering for CWS. Children's temperamental characteristics were determined using the Behavioral Style Questionnaire (BSQ; S. C. McDevitt & W. B. Carey, 1978), which was completed by each child's parents. Results, based on parent responses to the BSQ, indicated that CWS are more apt, when compared to CWNS, to exhibit temperamental profiles consistent with hypervigilance (i.e., less distractibility), nonadaptability to change, and irregular biological functions. Findings suggest that some temperamental characteristics differentiate CWS from CWNS and could conceivably contribute to the exacerbation, as well as maintenance, of their stuttering. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10