Emotional and Linguistic Contributions to Developmental Stuttering

情绪和语言对发展性口吃的影响

• 批准号: 8109232
• 负责人: EDWARD Gage CONTURE
• 金额: $ 57.18万
• 依托单位: VANDERBILT UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 1996
• 资助国家: 美国
• 起止时间: 1996-07-01 至 2015-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8109232
• 关键词: 6 year old; Achievement; Address; Adult; Affect; Age; Child; Childhood Stuttering; Collaborations; Development; Developmental Stuttering; Diagnosis; Diagnostic; Disease susceptibility; Emotional; Emotions; Etiology; Incidence; Individual; Investigation; Language; Language Development; Linguistics; Longitudinal Studies; Maintenance; Measures; Methods; Modeling; Nature; Nursery Schools; Parents; Pathogenesis; Positioning Attribute; Preschool Child; Process; Psychophysiology; Questionnaires; Recovery; Reporting; Research Personnel; Research Project Grants; Signal Transduction; Speech; Speech-Language Pathology; Stress; Structure; Stuttering; Temperament; Testing; Theoretical model; Time; Treatment Protocols; base; behavior observation; developmental psychology; environmental stressor; language processing; peer; prognostic indicator; public health relevance; skills; social; stressor

DESCRIPTION (provided by applicant): Stuttering has a lifetime incidence (i.e., percentage of adults who ever stuttered) of nearly 5% and significantly impacts the academic, emotional, social, and vocational achievements, development and potential of individuals who stutter (see Bloodstein & Bernstein Ratner, 2008). However, seventy-eighty percent of those affected discontinue (e.g., Yairi & Ambrose, 1999) without significant formal treatment (i.e., "unassisted" recovery). For the remaining children (i.e., approximately 1% of children who continue to stutter after 6 years of age), the negative impact of stuttering on their lives and daily activities can be significant. There is a strong need, therefore, to determine variables that may initiate/cause, exacerbate or perpetuate stuttering to develop more efficient, effective empirically-based approaches to diagnosis and treatment. Further, as Yairi (1993) noted, "Because advanced stuttering is markedly different from the incipient form...attempts to infer its [stuttering's] etiology and nature or to prescribe treatment for children who stutter based on models derived from adult stutterers are indefensible" (Conture, 1991; Yairi, 1990; p.198). Thus, it is imperative to examine variables in the period during which stuttering typically begins. To address this imperative, we propose a longitudinal study of preschool-age children who stutter, with emphasis on how emotion and speech-language processes contribute to developmental stuttering. Building on Monroe and Simons' (1991) etiological notion of diathesis-stress interactions, the applicants' conceptual model proposes that dual diatheses (i.e., emotional and/or speech-language vulnerabilities) are activated by environmental stressors (e.g., changes, differences, novelty in structure and/or changes in need to spontaneously generate speech-language) to cause stuttering. This model assumes that a finite number of combinations of emotional and/or speech-language variables contribute to meaningful differences between children who do and do not stutter, as well as between children who recover and those who persist. The proposed project builds on our preliminary findings and theoretical model, longitudinally, to relate emotional and speech-language to developmental stuttering, using multiple methods (i.e., observational, standardized testing, parent-report, and psychophysiology) that assess our major constructs of emotion and speech-language. This interdisciplinary investigation - involving collaboration between developmental psychology and speech-language pathology - should help determine whether children at the onset of stuttering differ from their normally fluent peers on emotion and speech-language variables and whether these differences, over time, predict which children will and will not recover. Findings from this longitudinal investigation will help ground the study of stuttering within the broader context of emotional and speech- language development and help focus future research on issues that inform diagnostic and treatment protocols for childhood stuttering. PUBLIC HEALTH RELEVANCE: Stuttering has a lifetime incidence (i.e., percentage of adults who stuttered at some point) of nearly 5% and significantly impacts the academic, emotional, social, and vocational achievements, development and potential of individuals who stutter (see Bloodstein and Bernstein Ratner, 2008; Conture, 1996; Yairi, 1997). For the remaining children (i.e., the approximately 1% of children who continue to stutter after 6 years of age), the negative impact of stuttering on their lives and daily activities can be significant. Thus, there is a strong need to determine those variables that may initiate/cause, exacerbate or perpetuate stuttering - as this project will attempt to do - in order to eventually develop more efficient, effective empirically-based approaches to the diagnosis and treatment of stuttering.

描述(由申请人提供)：口吃的终生发病率(即成年人口吃的百分比)接近5%，严重影响口吃者的学业、情感、社交和职业成就、发展和潜力(见Blodstein&Bernstein Ratner，2008)。然而，70%的受影响者在未接受重要的正规治疗(即“无协助”康复)的情况下停止了治疗(例如，Yairi&Ambrose，1999)。对于其余的儿童(即大约1%的儿童在6岁后继续口吃)，口吃对他们的生活和日常活动的负面影响可能是巨大的。因此，迫切需要确定可能引发/引起、加剧或持续口吃的变量，以开发更有效、更有效的以经验为基础的诊断和治疗方法。此外，正如Yairi(1993)所指出的，“由于进行性口吃与早期形式有明显的不同……试图推断其[口吃的]病因和本质，或者根据成人口吃者的模型为儿童口吃开出治疗处方是站不住脚的”(Conture，1991；Yairi，1990；p.198)。因此，必须检查口吃通常开始的时期的变量。为了解决这一问题，我们建议对口吃的学龄前儿童进行一项纵向研究，重点是情感和言语-语言过程如何促进口吃的发展。基于Monroe和Simons(1991)的素质-压力交互作用的病因学概念，申请人的概念模型提出双重素质(即，情绪和/或言语-语言脆弱性)由环境应激源(例如，变化、差异、结构上的新颖性和/或自发产生言语-语言的需求的变化)激活，从而导致口吃。该模型假设，有限数量的情绪和/或言语-语言变量的组合有助于口吃儿童和不口吃儿童之间的有意义的差异，以及康复儿童和坚持儿童之间的差异。该项目建立在我们的初步发现和理论模型的基础上，纵向上将情绪和言语-语言与发展性口吃联系起来，使用多种方法(即观察法、标准化测试、家长报告和心理生理学)来评估我们情绪和言语-语言的主要结构。这项跨学科的研究涉及发展心理学和言语-语言病理学之间的合作，应该有助于确定口吃初期的儿童在情绪和言语-语言变量上是否与正常情况下流利的同龄人有所不同，以及随着时间的推移，这些差异是否会预测哪些儿童会康复，哪些儿童不会康复。这项纵向调查的结果将有助于在情绪和言语语言发展的更广泛背景下对口吃进行研究，并有助于将未来的研究重点放在为儿童口吃的诊断和治疗方案提供信息的问题上。 公共卫生相关性：口吃的终生发病率(即成年人在某一时刻口吃的百分比)接近5%，严重影响口吃者的学业、情感、社会和职业成就、发展和潜力(见Blodstein和Bernstein Ratner，2008；Conture，1996；Yairi，1997)。对于其余的儿童(即大约1%的儿童在6岁后继续口吃)，口吃对他们的生活和日常活动的负面影响可能是巨大的。因此，迫切需要确定那些可能引发/引起、加剧或持续口吃的变量--正如本项目将试图做到的那样--以便最终开发出更有效、更有效的基于经验的方法来诊断和治疗口吃。