Speech and Language

Fluency

Fluency is the typical flow of speech. Dysfluencies are an interruption in the flow of speaking.

Dysfluent Behaviors

May include:

  • Sound prolongations ("I went to ssssschool")
  • Sound repetitions ("The c-c-c-cat is black")
  • Syllable repetitions ("Muh-muh-muh-my dog's name is Bob")
  • Blocking (a stopping of air flow and/or voice or getting stuck on a sound)
  • Whole word repetitions ("I-I-I...")
  • Atypical rate of speech
  • Struggle behaviors. These are also known as secondary characteristics. Examples of these behaviors may be but are not limited to facial grimaces, muscle tension, and eye blinks.

Everyone experiences some form of typical dysfluencies in their everyday speech. Common dysfluencies not considered an impairment include: fillers (uh, um), sentence revisions ("The boy, I mean girl, walked home") and phrase repetitions.

Suggestions For Parents

It is not unusual for young children to experience periods of dysfluent speech or “stuttering”. This “developmental stuttering” can last for a day or a few months. It may disappear for a while and then return before it goes away completely. In developmental dysfluency, a child typically repeats all or part of a word several times. Often the repeated word is at the beginning of a sentence or phrase. These repetitions may increase if the child is tired, very emotional or feels rushed.

These periods of dysfluency can be upsetting for the child and family. However, it is important to keep in mind that this is common and usually goes away without need for speech therapy. Here are some suggestions to help you and your child get through this phase. Pay special attention to these suggestions on days when your child is having more difficulty speaking.

DO:

  • Family members should model “slow easy speech”. Speak at a slow- normal, “non-rushed” rate.
  • Pause before responding to questions. This will slow the overall pace of the conversation and take some pressure off of speaking.
  • Use more “leading statements” instead of questions. For example, replace “What did you do at Grandma’s today?” with, “I’ll bet you and Grandma had fun today!”
  • Provide time with your child, such as coloring, playing catch, with little or no verbal demands.
  • Resist the urge to finish your child’s thoughts for him/her. Remind other family members to do the same.
  • Improve your listening skills and give your child your undivided attention whenever possible when he/she is speaking with you.
  • Look at your child’s eyes when he/she is speaking not his/her mouth.
  • Let your child begin/select topics of conversation. Rephrase your child’s remarks and then expand on them. For example, “Yes, I see the bird too. I wonder what kind it is.”

DON’T:

  • Don’t tell your child to “Slow down and relax” or “Take a deep breath”. Most adult stutterers report that those comments just made them more anxious.
  • Don’t let your child know that you are concerned about his/her speech.
  • Don’t rush your child’s speech. If you don’t have time to discuss something right way, set aside a time later to talk.
  • Don’t finish your child’s sentences.
  • Don’t look at your child’s mouth as he/she speaks.
  • Don’t comment on his/her fluency/dysfluency.