Fluency in speech (stuttering)

Many young children between the ages of 2-5 years repeat or stumble over words while trying to put their thoughts into sentences.

This is considered normal as they try to get the words out quickly and express themselves.

Fluency of speech is different than the usual childhood stumbling over words.

It is more consistent and can be described as a stutter.  A stutter is a disruption of speech.

Often children who stutter or stammer know exactly what they want to say but have difficulty in saying it as their speech flow is disrupted.

Generally, disruptions in speech presents when a child repeats sounds, words and phrases and/or prolonged sounds.

It may even include moments where no sound at all comes out when a child is trying to speak and/or movements may be associated with the disruption such as eye blinking.

Many children will go through a phase of  what is called ‘developmental dysfluency’.

It coincides with a period of rapid language growth. A portion of children will ‘grow’ out of this while others don’t.

The longer a stutter persists the less likely it is able to resolved without treatment.

You should seek help if the ‘bumpy’ speech has not resolved in a few months or if there are any more severe symptoms.

Approximately 5% of children will stutter.

Stuttering is 3 times more common in boys.

It can run in families. A child has a higher chance of stuttering if a parent or relative stutters than a child whose parents or relatives do not.

There is no known cause of stuttering. It is important to make note that it is not a psychological or intellectual problem.

Stuttering seems to be mostly around the ages of 2- 5 years as this is the age when speech and language is developing.

Stuttering affects all nationalities and backgrounds and languages.

A child may stutter more if they are talking to someone new or about a new topic.

If a child stutters they may be more fluent in other ways of speaking such as singing, whispering and even reading aloud.

A child may stutter when excited, tired, in an argument, when they feel they haven’t been given enough time to answer/speak or if they feel they are competing to be heard.

• Increased occurrence of stuttering behaviours such as repetitions, blocks and prolongations.
• Part-work repetitions such as “ca-ca-Can I?” or “o-o-o over there”.
• Patches where the child cannot get any sound out at all (called “silent blocking”).
• Prolonged sounds e.g. “Muuummy” “fffrog”.
• Sudden voice breaks or pitch breaks eg. “a li-ion”, a “ho-o-liday”.
• Distorted breathing patterns during speech.
• Other signs of difficulty when speaking such as increased eye blinking.
• If your child seems to have to struggle to produce speech and/or is upset or frustrated/anxious by the problem.
• If your child stutters so much that communication is difficult.
• If they display the secondary characteristics such as the blinking, arm waving, head nodding, etc.

• Create a talking atmosphere of ease and relaxation.
• Give them time to talk and listen without any distractions.
• Give them your full attention.
• Get the child’s attention when you want them to listen.
• Keep your own sentences short and simple.
• Give the child time to understand what you are asking them to do; repeat it in a different way when they seems confused or puzzled.
• Have conversations with them often about what interests them.
• Tell them the words for new things, experiences and feelings, and use them often in everyday situations.
• Ask the child questions and respond to their answers.
• Repeat of rephrase what they have said to show you understand and to model it back to them.
• Try and find ways to understand what they are telling you.
• Recognize the child’s ‘mistakes’ as real learning milestones.
• Read to them often.
• Encourage and reinforce fluent controlled speech otherwise known as smooth speech. For example, ‘that was really smooth”.
• Enjoy talking with them.
• Be consistent in what you expect.
• Slow your own speech rate down and be a good role model.
• Maintain eye contact.
• Always allow them to finish their sentence themselves without any interruptions, even if they are struggling.
• Minimize interruptions and distractions.
• Limit the people participating in the conversation to no more than 2 if possible.

• Don’t under-rate yourself as a language teacher. Language is one game in which you can teach the rules without knowing.
• Fussing about their talking “mistakes”; just go on using the ordinary patterns yourself and they’ll soon learn them.
• Don’t be impatient when their speech is hesitant and they repeat themselves; they have a lot to sort out, and will often back-track to correct something.
• Don’t expect adult pronunciation; they’ll be putting together some complicated sound combinations in speech now, and they won’t always be clear.
• Interfere with their “talking-to-themselves” language; a lot of important practice goes on when they are playing.
• Forget to enjoy talking with the child.
• Children’s language is undergoing rapid development and this may contribute to breakdown in the co-ordination of the speaking mechanism. When this occurs, dysfluent or bumpy speech is the result.
• Avoid interrupting the child and/or completing their sentence for them.
• Avoid teasing or allowing anyone to tease the child for their lack of fluency.
• Avoid labeling them as a stutterer.