How do young children regulate emotions? A new Dutch questionnaire provides answers.

Stuttering linked to inhibitory control, cognitive flexibility, and speech disfluencies.

Reactivity and anxiety linked to disfluency in controls, not autism.

Reduced inhibitory control or cognitive flexibility contribute to more stuttering-like disfluencies.

Stuttering children show higher frustration, linked to longer disfluencies and physical behaviors.

Severe stuttering linked to reduced inhibition; further research needed.

Varying views on addressing stuttering's mental impact with parents.

Children who stutter face more challenges with response inhibition and flexibility.

Older stuttering children are slower, make more errors, indicating cognitive flexibility's role.

Reactivity and self-regulation link to anxiety, depression in children who stutter

Temperament and emotion influence developmental stuttering’s onset, persistence, and impact.

Temperament and emotional processes stuttering, and clinical implications.

Temperament, self-regulation, and executive functioning play a role in stuttering.

This chapter explores improving fluency clinicians' effectiveness and specialist education.

Child-reported temperament affects stuttering impact

Children who stutter show distinct temperament and executive functioning profiles.

Children who stutter perform similarly to non-stuttering children on exogenous inhibition

Children who stutter exhibit distinct temperament and executive functioning differences.

Children who stutter show reduced accuracy in attentional shifting, inhibitory control

CWS, as a group, were less able to inhibit prepotent response tendencies.

Temperament and stuttering linked: attention, inhibitory control, and self-regulation differences.

Adults who stuttered showed, as a group, reduced response inhibition.

Children who stutter scored lower on effortful control, higher on negative affectivity.

Underlying temperament structure is similar in stuttering, control, and voice-disordered children.