Emotional Reactivity, Regulation & Childhood Stuttering

目前的申请者提出，口吃儿童的情绪反应和他们试图 调节这些反应有助于加剧和维持其口吃。申请人的 儿童口吃模型表明，微妙和不那么微妙的语言、运动和交际能力 困难(例如，Anderson&Conture，2004；Pellowski&Conture，正在出版中)可能会在Yung引发口吃 孩子。随后，儿童对口吃的反应会变得更加兴奋和反应，并且 这些反应可能会也可能不会受到孩子的调节或应对技能的影响。我们的模型预测 口吃儿童的情绪反应和调节/应对水平将与他们的不同 通常是流利的同龄人。我们还预测，情绪反应和调节的变化将与 随着口吃的改变。 对于口吃和不口吃的3至5岁儿童，我们将检验以下假设：(1)是 有口吃的儿童和不口吃的儿童在情绪方面存在自然发生的差异 由家长和训练有素的考官评定的反应性和调节能力(建议的研究1)？(2)是否有 有口吃和不口吃的儿童在情绪反应和调节方面的差异 在有组织的实验室环境中(建议的研究2)？(3)情绪反应性在 有口吃和不口吃的儿童，在受到环境刺激时有口吃和反应性 与口吃和其他不流利有关(建议的研究3)？(4)在 情绪调节对口吃儿童口吃的影响(建议研究4)？ 这些研究是将情绪发展和行为与儿童口吃联系起来的初步尝试。 当孩子们面对变化或挑战时。这些跨学科调查--涉及 发展心理学和言语病理学之间的合作应该有助于确定 是否一些口吃儿童调节痛苦或调节他们的反应能力较差，并澄清 情绪反应、调节和童年口吃之间的联系。研究结果将为研究奠定基础 儿童口吃在更广泛的背景下的儿童情感发展，并聚焦于未来 关于儿童口吃诊断和治疗方案的问题的研究。

The current applicants propose that the emotional reactions of children who stutter and their attempts to regulate these reactions contribute to the exacerbation and maintenance of their stuttering. The applicants' model of childhood stuttering suggests that subtle and not-so-subtle linguistic, motoric and communicative difficulties (e.g., Anderson & Conture, 2004; Pellowski & Conture, in press) may initiate stuttering in ayoung child. Subsequently, the child reacts to instances of stuttering by becoming more aroused and reactive, and these reactions may or may not be modulated by the child's regulatory or coping skills. Our model predicts that levels of emotional reactivity and regulation/coping of children who stutter will differ from those of their normally fluent peers. We also predict that changes in emotional reactivity and regulation will beassociated with changes in stuttering. We will examine the following hypotheses for 3- to 5-year-old children who do and do not stutter: (1) Are there naturally-occurring differences between children who do and do not stutter with regard to emotional reactivity and regulation as rated by parents and trained examiners (Proposed Study 1)? (2) Are there differences between children who do and do not stutter with regardto emotional reactivity and regulation during structured laboratory situations (Proposed Study 2)? (3) Does emotional reactivity differ between children who do and do not stutter when presented with arousing environmental stimulation and is reactivity associated with stuttering and other disfluencies (Proposed Study 3)? (4) Do experimental variations in emotion regulation influence stuttering for children who stutter (Proposed Study 4)? These studies are an initial attempt to relate emotional development and behavior to childhood stuttering when children areconfronted with change or challenge. These interdisciplinary investigations - involving collaboration between developmental psychology and speech-language pathology- should help determine whether some children who stutter are less able to regulate distress or modulate their reactivity and clarify the link between emotional reactivity, regulation, and childhood stuttering. Results will ground the study of childhood stuttering within the broader context of childhood emotional development, and focus future research on issues that inform diagnostic and treatment protocols for childhood stuttering.