Temperament Dimensions in Stuttering and Typically Developing Children

Autor/inn/en	Eggers, Kurt; De Nil, Luc F.; Van den Bergh, Bea R. H.
Titel	Temperament Dimensions in Stuttering and Typically Developing Children
Quelle	In: Journal of Fluency Disorders, 35 (2010) 4, S.355-372 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-730X
DOI	10.1016/j.jfludis.2010.10.004
Schlagwörter	Stuttering; Rating Scales; Personality; Children; Affective Behavior; Psychological Patterns; Inhibition; Attention; Attention Control + Suchen Sie Ihr Suchwort? Stammer; Stottern; Rating-Skala; Personalität; Child; Kind; Kinder; Affective disturbance; Active behaviour; Affektive Störung; Hemmung; Aufmerksamkeit; Aufmerksamkeitstest
Abstract	Purpose: The purpose of this study was to determine whether children who stutter (CWS) and typically developing children (TDC) differ from each other on composite temperament factors or on individual temperament scales. Methods: Participants consisted of 116 age and gender-matched CWS and TDC (3.04-8.11). Temperament was assessed with a Dutch version of the Children's Behavior Questionnaire (CBQ-D; Van den Bergh and Ackx, 2003), a caregiver rating scale. Results: Results indicated significant differences between participant groups on the composite temperament factors of Negative Affectivity, and Effortful Control. Analysis of the individual temperament scales showed that CWS, compared to the TDC, scored significantly lower on the scales of "Inhibitory Control" and "Attentional Shifting" and higher on the scales of "Anger/Frustration", "Approach" and "Motor Activation". Stuttering severity and months of therapy were not associated with either of the temperament dimensions. Conclusions: The present study provides data that support the hypothesis that CWS and TDC differ on both composite temperament factors and temperament scales. The findings were interpreted within existing frameworks of temperament development, as well as with regard to previous studies of temperament in CWS. Educational objectives: After reading this article, the reader will be able to: (1) describe the concept of temperament, including Rothbart's temperamental model, and its functional significance; (2) explain the CBQ-based (Children's Behavior Questionnaire) temperamental differences between CWS and CWNS; and (3) explain possible pathways for interaction between temperament and the development of stuttering. (Contains 6 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10