According to the Diagnosogenic Theory, what causes the development of stuttering?

The Diagnosogenic Theory, proposed by Wendell Johnson, suggests that stuttering develops primarily as a result of how parents respond to their child's normal speech disfluencies. According to this theory, when parents react negatively to their child's typical speech hesitations, they inadvertently label these normal interruptions as indicative of a speech problem. This labeling can lead the child to internalize the belief that they are "stutterers," which may result in increased tension and anxiety when speaking. Consequently, this can create a vicious cycle, where the child's fear of stuttering reinforces their speech disruptions.

In contrast, other factors such as increased speaking demands, neurological impairments, or trauma/stress may influence speech fluency but are not central to the Diagnosogenic Theory's explanation of the emergence of stuttering. The emphasis of this theory is firmly on the impact of social and parental influences rather than organic or environmental contributors.