Understanding how emotions affect speech in preschool children who stutter
The Influence of Contextual and Constitutional Emotional Processes on Speech Motor Control and Speech Motor Learning in Early Childhood Stuttering
This study looks at how emotions affect the speech of preschool children who stutter compared to those who speak fluently to see if feelings make a difference in how they talk.
Quick facts
| Phase | Not applicable |
|---|---|
| Study type | Interventional |
| Enrollment | 50 (estimated) |
| Ages | 3 Years to 10 Years |
| Sex | All |
| Sponsor | Syracuse University Academic / other |
| Locations | 1 site (Syracuse, New York) |
| Trial ID | NCT05003583 on ClinicalTrials.gov |
What this trial studies
This study compares speech variability between preschool-age children who stutter and their typically fluent peers to explore the interaction between emotional processes and speech motor control. It investigates how emotional arousal and behavioral inhibition influence speech fluency in children. Participants will repeat phrases after viewing images with either negative or neutral emotional content to assess the impact on their speech motor control. The study aims to provide insights into the developmental aspects of stuttering and its relation to emotional regulation.
Who should consider this trial
Good fit: Ideal candidates are preschool-age children who stutter and have no other speech-language disorders or neurological conditions.
Not a fit: Patients with neurodevelopmental disorders or significant vision problems may not benefit from this study.
Why it matters
Potential benefit: If successful, this study could lead to improved interventions for children who stutter by addressing emotional factors that influence their speech.
How similar studies have performed: While there is limited research specifically on the emotional processes affecting stuttering, studies in related fields suggest that emotional factors can significantly impact speech performance.
Eligibility criteria
Show full inclusion / exclusion criteria
Inclusion Criteria: 1. English as the primary language of communication. 2. No history of neurological diseases or diagnosed speech-language disorders apart from stuttering. 3. Parent report or direct observation of oral-facial structural abnormalities (such as cleft lip and/or cleft palate). 4. Free of any medications that may affect neural functions (e.g., medications of seizures). 5. Normal hearing acuity (must pass a hearing screening). 6. Normal vision per parent report. Exclusion Criteria: 1. Failure to meet the inclusionary criteria listed above 2. Parental report of neurodevelopmental disorders (such as autism spectrum disorders) 3. Parental report of vision problems that are not corrected or corrected with glasses.
Where this trial is running
Syracuse, New York
- Syracuse University, Department of Communication Sciences and Disorders — Syracuse, New York, United States (Recruiting)
Study contacts
- Principal investigator: Victoria Tumanova, PhD — Syracuse University
- Study coordinator: Victoria Tumanova, PhD
- Email: vtumanov@syr.edu
- Phone: 315-443-9640
How to participate
- Review the eligibility criteria above with your treating physician.
- Visit the official trial page on ClinicalTrials.gov for the most current contact information and recruitment status.
- Contact the listed study coordinator or principal investigator to request pre-screening. Pre-screening is free and never obligates you to enroll.