Spontaneous Regulation of Emotions in Preschool Children Who Stutter: Preliminary Findings

Autor/inn/en	Johnson, Kia N.; Walden, Tedra A.; Conture, Edward G.; Karrass, Jan
Titel	Spontaneous Regulation of Emotions in Preschool Children Who Stutter: Preliminary Findings
Quelle	In: Journal of Speech, Language, and Hearing Research, 53 (2010) 6, S.1478-1495 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2010/08-0150)
Schlagwörter	Play; Emotional Response; Preschool Children; Stuttering; Nonverbal Communication; Affective Measures; Affective Behavior; Prosocial Behavior; Comparative Analysis; Self Control; Child Behavior + Suchen Sie Ihr Suchwort? Spiel; Emotionales Verhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Stammer; Stottern; Non-verbal communication; Nonverbale Kommunikation; Affective disturbance; Active behaviour; Affektive Störung; Selbstbeherrschung
Abstract	Purpose: Emotional regulation of preschool children who stutter (CWS) and children who do not stutter (CWNS) was assessed through use of a disappointing gift (DG) procedure (P. M. Cole, 1986; C. Saarni, 1984, 1992). Method: Participants consisted of 16 CWS and CWNS (11 boys and 5 girls in each talker group) who were 3 to 5 years of age. After assessing each child's knowledge of display rules about socially appropriate expression of emotions, the authors asked the children to participate in a DG procedure. The children received a desirable gift preceding the first free-play task and a disappointing gift preceding a second free-play task. Dependent variables consisted of participants' positive and negative expressive nonverbal behaviors exhibited during receipt of a desirable gift and disappointing gift as well as conversational speech disfluencies exhibited following receipt of each gift. Results: Findings indicated that CWS and CWNS exhibited no significant differences in amount of positive emotional expressions after receiving the desired gift; however, CWS--when compared with CWNS--exhibited more negative emotional expressions after receiving the undesirable gift. Furthermore, CWS were more disfluent after receiving the desired gift than after receiving the disappointing gift. Ancillary findings also indicated that CWS and CWNS had equivalent knowledge of display rules. Conclusion: Findings suggest that efforts to concurrently regulate emotional behaviors and that speech disfluencies may be problematic for preschool-age CWS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10