Examining the relationship between disfluency situations and emational reactions in school-age children who do stutter and do not stutter

The aim of the study was to examine whether the scores obtained from the Speech Situation Checklist (SSC) by children aged 6 to 16 who do stutter (n = 60) and those who do not stutter (n = 60) differed significantly within and between groups based on stuttering status, age, and gender. The data collected from the participants were analyzed using SPSS version 25.0. The results indicated that school-aged children who do stutter had significantly higher SSC scores compared to their fluent peers. Within-group analyses showed that age had no significant effect on SSC-ER scores but did have a significant effect on SSC-SD scores. Furthermore, gender had a significant effect on SSC-SD scores only in the 12–16 age subgroup of children who do not stutter. When comparing the total SSC-ER and SSC-SD scores within groups, SSC-SD scores were significantly higher in children who do stutter, whereas SSC-ER scores were significantly higher in children who do not stutter. These findings suggest that the SSC is an effective tool for distinguishing between Turkish-speaking children who do stutter and those who do not. Keywords: School-age stuttering, The Speech Situation Checklist (SSC), self-assessment, emotional response, speech disruption