Strategies to support children’s fluency
Things we know about stammering:

Parents cannot cause stammering; we know a range of factors contribute to
stammering and that these are each unique for each child.

Lots of children will go through a period where the fluency of their speech is harder for
them and they may repeat words, or parts of words, or get very stuck saying their
words. For lots of children this can get easier over time, whilst some children may need
some help to manage their fluency. There are lots of things we can do to support
children with the fluency of their speech and communication.
Things that help:

Continue to maintain natural eye contact when talking with children who sometimes get
stuck on words. This shows them that you are actively listening, even if they take
longer to say a word or sentence.

Continue to comment on what is said, rather than how it is said i.e. maintain the
conversation in the usual way.

Slowing down our own speech often helps children to follow what we are saying and
helps give them lots of time. It is often more helpful than telling the child to slow down,
start again or take a deep breath.

It can also help to pause before answering a question that a child asks, or before you
ask a question. Again, this slow and less hurried way of talking gives children lots of
time to answer. It is often more effective than asking children to slow down themselves.
Build pauses into your own speech as much as possible.

Encouraging turn taking is also helpful. This gives everybody their time to talk, and
may reduce the number of times that children could get stuck on words when they are
interrupted or when they interrupt others.

Where possible, be aware of how many questions children are asked directly. It can
sometimes help to reduce the number of questions asked, or how quickly they are
asked. Always give time for children to answer and reflect before moving on to the next
question. When children answer questions, they can try to do this quickly, and this
sometimes puts pressure on their fluency. In a group situation, allowing children to
volunteer an answer works well as this means they have had time think about their
answer.

Give children with fluency difficulties as much time as possible for their speaking when
it is their turn.

Set aside 5 minutes ‘special time’ 4 or more times a week where you play with your
child individually and where you follow your child’s lead in the game. This involves
pausing, waiting and watching and then following the ideas your child sets up in the
game. This helps them to go at their own pace, which is more likely to support their
fluency than if they go at our pace.

Don’t ask your child to slow down, think about what they are going to say or take a
big breath. Asking your child to do something else as well as talk will draw their
attention to their talking and is likely to make the fluency problem worse.

If you can, manage turns with other children by specifically saying X turn first then Y.

Try not to interrupt the child or finish their sentences for them as this will increase
their frustration.

Manage times when they are upset or excited by encouraging them to tell you about
it after the event rather than when they are all busy and distracted.

Make the most of good days and ease the pressure on more dysfluent days
CECS Speech and Language Therapy August 2013