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Stuttering is hallmarked by variability, both across the disorder as well as within the individual. Universally agreeing on a definition for the disorder is a controversial task at best-allusive at the very least. The theoretical orientation for this study is based upon a dynamic, multifactorial model of stuttering, defining stuttering as a disorder involving complex, multilevel and dynamic linguistic, central speech programming, emotional, and cognitive processes that interact to ultimately affect the motor function necessary for speech production. This orientation views stuttering not as a single disorder-a pathognomic monolith—but instead one of immense diversity, persisting in some individuals and subsiding in others [1]. Once viewed as a solely unitary disorder and Purpose: It is theorized that stuttering emerges as the result of an interaction between constitutional and environmental factors and that constitutional factors in persistent stuttering may include an emotionally-reactive temperament. The purpose of this pilot study is to examine the reactive/“sensitive” temperament characteristic of children who stutter relative to children who do not stutter, as evidenced by the acoustic startle response and scores on the following subscales of a temperament measure: anger/frustration, fear, inhibitory control, and shyness.

A preliminary investigation of differences in acoustic startle responses between school-age children who do and do not stutter