The purpose of this presentation is to provide theoretical motivation as well as empirical support for the notion that emotional and linguistic processes contribute to the onset, development, and maintenance of childhood stuttering.The Dual Diathesis-Stressor model of stuttering (DD-S, Conture & Walden,in press) motivating this program of study suggests that emotional and/or linguistic diatheses (vulnerabilities), when activated by variable-specific stressors, contribute to stuttering (see Figure 1).Empirical support for this model emanates from several lines of converging evidence (e.g., standardized assessments of speechlanguage, frontal alpha asymmetry, respiratory sinus arrhythmia, etc.) resulting from cross-sectional as well as longitudinal empirical studies.Findings indicate that linguistic dissociations or unevenness in development across linguistic sub-domains (e.g., phonology vs.syntax) constitute one possible linguistic diathesis.Less than well-regulated emotion responses, both at behavioral and psychophysiological levels, constitute one possible emotion diathesis.Whether acting separately and/or together, such diatheses differentiates children who do versus do not stutter as well as predict changes in frequency of stuttering.These findings lend support to a DD-S account of stuttering, highlight the complex interactions between exogenous and endogenous contributions to childhood stuttering, and render problematic "one-size-fits-all" forms of treatment.Presentation supported in part by NIDCD/NIH research Grants, R01 DC000523-15 and R01 DC006477-01A2 to Vanderbilt University.