Kurt Eggers, Ph.D., examines temperament as a critical factor in understanding and supporting children who stutter. Temperament, defined as biologically based differences in emotional reactivity and self-regulation, influences stress responses, learning, and social-emotional development. Research shows children who stutter often exhibit higher negative reactivity and lower self-regulation, which may affect stuttering severity, impact, and persistence, as well as co-occurring anxiety and depression. He discusses how temperament interacts with stuttering and explores assessment tools and intervention strategies that incorporate emotional regulation and goodness-of-fit principles. Practical implications for individualized therapy and links to established approaches are highlighted.
