As practitioners, our goal is to create the best possible outcomes for children who stutter. A recent study titled Temperament, Executive Functioning, and Anxiety in School-Age Children Who Stutter provides valuable insights that can help us improve our therapeutic approaches. This blog will delve into the key findings of the study and offer actionable steps for incorporating these insights into practice.
Key Findings
The study involved 100 Portuguese children aged 7 to 12 years, including 50 children who stutter and 50 who do not. The researchers assessed temperament, executive functioning (EF), and anxiety levels. Here are the main findings:
- Temperament: Older children who stutter exhibited higher scores on Anger/Frustration, Impulsivity, and Sadness subscales, and lower scores on Attention/Focusing, Perceptual Sensitivity, and Soothability/Falling Reactivity.
- Executive Functioning: Younger children who stutter showed significantly higher execution times and more errors in EF tasks compared to their non-stuttering peers.
- Anxiety: No significant differences in anxiety levels were found between children who stutter and those who do not.
Implications for Practice
These findings highlight the importance of a multidimensional approach to stuttering therapy. Here are some strategies to consider:
- Tailored Interventions: Recognize that older children who stutter may struggle more with emotional regulation and attention. Incorporate activities that help them manage frustration and impulsivity.
- Focus on Executive Functioning: For younger children, include exercises that enhance EF skills such as working memory, cognitive flexibility, and inhibitory control.
- Holistic Assessment: Use comprehensive assessments that consider both emotional and cognitive factors. This can help in creating personalized therapy plans.
Encouraging Further Research
While this study provides valuable insights, it also underscores the need for further research. Future studies should explore the dynamic interactions between temperament, EF, and anxiety over time and across different contexts. Such research can lead to more effective, evidence-based interventions.
To read the original research paper, please follow this link: Temperament, Executive Functioning, and Anxiety in School-Age Children Who Stutter.
