W4: Temperament & Variability in Stuttering

Question 1

Define: Temperament

Answer 1

Individual differences in reactivity & self-regulation.

Question 2

What characteristics are included in Temperament?

Answer 2

Individual differences in normal behaviours of daily life; Response characteristics (intensities, latencies, durations, recovery times); Appearance in first few years of life; Relatively enduring & predictable.

Question 3

What is the Child Behavior Questionnaire (CBQ) used to measure in stuttering research?

Answer 3

Temperament in children 3-8 yrs.

Question 4

What are the 3 broad domains of the Child Behavior Questionnaire (CBQ)?

Answer 4

Surgency/extraversion; Negative affectivity; Effortful control.

Question 5

What is the Early Adolescent Temperament Questionnaire - Revised (EATQ-R) used for?

Answer 5

Temperament in children 9-15 yrs.

Question 6

What are the 4 factors of the Early Adolescent Temperament Questionnaire - Revised (EATQ-R)?

Answer 6

Surgency; Negative affect; Effortful control; Affiliativeness.

Question 7

What is the Behavioral Style Questionnaire (BSQ) used for?

Answer 7

Temperament in children 3-7 yrs.

Question 8

What are the 9 dimensions of the Behavioral Style Questionnaire (BSQ)?

Answer 8

Activity level; Rhythmicity; Approach/withdrawal; Adaptability; Sensory threshold; Intensity of reaction; Quality of Mood; Distractibility; Attention span/persistence.

Question 9

What is the Multidimensional Personality Questionnaire (MPQ) used for?

Answer 9

Temperament in adults.

Question 10

What are the 3 broad dimensions of the Multidimensional Personality Questionnaire (MPQ)?

Answer 10

Positive emotional temperament; Negative emotional temperament; Constraint.

Question 11

What is the Adult Temperament Questionnaire (ATQ) used for?

Answer 11

Temperament in adults.

Question 12

What are the 4 factors of the Adult Temperament Questionnaire (ATQ)?

Answer 12

Surgency/extraversion; Negative affect; Effortful control; Orientating sensitivity.

Question 13

What is the NEO-Five Factor Inventory (NEO-FFI) used for?

Answer 13

Temperament in adults.

Question 14

What are the 5 factors of the NEO-Five Factor Inventory (NEO-FFI)?

Answer 14

Neuroticism; Extraversion; Openness; Agreeableness; Conscientiousness.

Question 15

How does temperament differ in children who stutter (CWS) vs. fluent peers?

Answer 15

CWS show higher negative affectivity alongside poorer emotional regulation & inhibitory control.

Question 16

What is the belief regarding reactivity to stuttering events?

Answer 16

Physical, cognitive & emotional reactivity to stuttering events overwhelm systems, causing cascades.

Question 17

How is lower effortful control (EC) linked to stuttering severity in CWS?

Answer 17

Lower effortful control linked to increased stuttering severity in CWS.

Question 18

How is persistence related to temperament in CWS?

Answer 18

Persistence shown to be related to greater internalising behaviours & higher emotional reactivity.

Question 19

How does increased negative affectivity predict the impact of stuttering experience?

Answer 19

Increased negative affectivity & internalising behaviours predict greater impact of stuttering experience, including social withdrawal, anxiety, depression, etc.

Question 20

How is effortful control (EC) related to personal distress in children?

Answer 20

Children’s effortful control is negatively related to their personal distress, meaning the less EC the child is exhibiting, the more stress they experience.

Question 21

How do you introduce the CBQ assessment to a caregiver of a 4;3 child with 18%SS?

Answer 21

Explain that the CBQ helps understand the child’s individual differences in reactivity & self-regulation, such as negative affectivity and effortful control. This profile is relevant to therapy planning as temperament influences the impact of stuttering, and addressing these factors can protect against adverse impact.

Question 22

How does temperament differ in adults who stutter (AWS) vs. fluent peers?

Answer 22

AWS show higher neuroticism scores and decreased positive affectivity alongside poorer compared w/ controls.

Question 23

How does temperament influence stuttering severity in AWS?

Answer 23

AWS w/ greater negative affectivity experience greater stuttering severity.

Question 24

What is the correlation between neuroticism and adverse impact of stuttering?

Answer 24

Strong positive correlation.

Question 25

What is Repetitive Negative Thinking (RNT)?

Answer 25

RNT habits alongside temperament help explain why some people who stutter are more adversely affected than others.

Question 26

What is the correlation between higher levels of RNT and stuttering impact?

Answer 26

Strongly correlated to greater adverse impact from stuttering.

Question 27

How do temperament traits moderate the effect of RNT?

Answer 27

Individuals w/ low effortful control & high negative affectivity experience more RNT & greater stuttering impact.

Question 28

What cognitive skills should stuttering therapy for CWS integrate to be more effective?

Answer 28

Building skills related to resilience & Effortful Control (i.e., attention, inhibitory control & perceptual sensitivity).

Question 29

How does greater resilience relate to adverse impact in children who stutter?

Answer 29

Children reporting greater external, personal or total resilience were more likely to experience lower degrees of adverse impact related to their stuttering.

Question 30

What should therapy for adults (AWS) include?

Answer 30

Cognitive psychosocial objectives targeting negative thoughts, feelings, perceptions & self-view related to negative affectivity & coping mechanisms.

Question 31

Why do many SLPs prefer treating other communication disorders over stuttering?

Answer 31

They report uncertainty & discomfort with assessing & treating stuttering, thought to be due to its complexity (including emotional & social dimensions).

Question 32

What skills does stuttering therapy require?

Answer 32

High level of foundational knowledge; Expertise regarding fluency-focused therapy; Professional skills to address the underlying psychosocial elements related to the experience of stuttering.

Question 33

Define: External Variability (Stuttering Behaviours)

Answer 33

Differences in stuttering behaviours between individual stutterers (severity, profile, loci of stuttering, variable overt/covert stuttering, relative impact of Cx context).

Question 34

Define: External Variability (Stuttering Experience)

Answer 34

Differences in stuttering experience between individual stutterers (cognitive & affective dimensions of stuttering, physiological responses to stuttering).

Question 35

Define: Internal Variability (Stuttering Behaviours)

Answer 35

Differences in stuttering behaviours within a person who stutters (day-to-day differences in severity (frequency/tension), impact of Cx context (time, speaking situation, internal state)).

Question 36

Define: Internal Variability (Stuttering Experience)

Answer 36

Differences in a person’s experience of their stuttering behaviours within a person who stutters.

Question 37

What is the variability trend (most to least variable) in a PWS's experience?

Answer 37

Observable stuttering (Most) → Internal (covert) stuttering → Cognitive-affective experience (Least).

Question 38

How does day-to-day stuttering frequency relate to severity and life impact in AWS?

Answer 38

Day-to-day stuttering frequency was substantial but showed no consistent pattern across or within participants. It was not linked to SS but did positively correlate w/ life impact (as measured by OASES-A).

Question 39

How should stuttering be explained to children?

Answer 39

Link everything to kids’ experience & what they can relate to. When explaining why they stutter differently in different circumstances, talk about differences between stuttered speech & fluent speech - esp. energy distribution.

Question 40

How should intervention be provided to reduce stress and stuttering?

Answer 40

Provide intervention in a low demand environment.

Question 41

What are key Case History questions about treatment history?

Answer 41

Why did they discontinue tx? Why seeking Ix now? Issue noticed by first SP? Family Hx? Family remembers received Tx? How effective was it?

Question 42

What are key Case History questions about the environment/support?

Answer 42

Language/cultural background; ADL/chaos in home/availability/who will be involved in therapy; Responses to stuttering by different family members; Rate of speech/Cx in environment; Hearing/health issues of family.

Question 43

What are key Case History questions about the child's experience?

Answer 43

Kid’s awareness of their stutter; Awareness of peers at school, etc; Extracurricular activities & hobbies; Bullying & personal reaction.