Present findings suggest that preschool-age children who stutter, when compared to their normally fluent peers, have a physiological state that is characterized by a greater vulnerability to emotional reactivity (i.e., lower RSA indexing/less parasympathetic tone) and a greater mobilization of resources in support of emotional reactivity (i.e., higher SCL indexing/more sympathetic activity) during positive conditions. Thus, while reducing stuttering to a pure physiological process is unwarranted, the present findings suggest that parasympathetic and sympathetic nervous system activity is involved.
Based on this research, I theorize that strengthening the vagus nerve and teaching self-regulation may reduce stuttering.
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