Table A2.

Summary of empirical studies that used experimental paradigms to assess between-groups (children who stutter [CWS] vs. children who do not stutter [CWNS]) differences in attention.

Study	Experimental attention task or measure	Participants			Findings
		CWS	CWNS	Age range (years;months)
Bush (2006)	• Frequency and latency of looks away from the computer monitor during narratives	15	17	3;0–5;7	• CWS exhibited slower and less frequent looks away from stimuli compared with CWNS.
	• Frequency and latency of off-topic statements during narratives				• No group differences were found in frequency of or latency to first off-topic statements.
Eggers et al. (2012)	Performance on a computerized Attention Network Test a	41	41	4;0–9;0	• CWS exhibited lower orienting network scores compared with CWNS.
					• No group differences were found for the alerting or executive control networks.
Johnson et al. (2012)	Speed and accuracy of nonspeech reaction time (i.e., button pushing) during traditional and affect-cueing tasks b	12	12	3;0–5;11	No group differences were found.
Ntourou et al. (2013)	Frequency of distraction behaviors c	18	18	3;0–5;11	No group differences were found.
Schwenk et al. (2007)	• Frequency and duration of attention shifts from task to camera movements	18	18	3;0–5;11	• CWS exhibited a greater frequency of looks per camera movements.
	• Latency of attention shifts (i.e., reaction time) between onset of camera movement and onset of attention shift to look at the camera				• No group differences were found in duration of looks (attention shifts) at the camera following its movement.
					• CWS exhibited slower reaction times compared with CWNS.

^aThe Attention Network Test (Fan, McCandliss, Sommer, Raz, & Posner, 2002) is a computerized instrument designed to measure the attentional networks of “alerting, orienting, and executive control in adults and in children” (Eggers et al., 2012, p. 947).

^bBoth traditional and affect-cueing tasks require “disengaging attention from focal point, shifting attention to [un]cued location, and [re]engaging attention to stimulus” (Johnson et al., 2012, p. 265). However, affect-cueing tasks immediately follow instructions designed to influence participants' emotionality. For further review, see Johnson et al. (2012).

^cDistraction behaviors were defined as “the diversion of attention to something other than the … [experimental] tasks” (Ntourou et al., 2013, p. 266).