What I’ve learned about Fluency (Stuttering) Therapy

One of MY most challenging areas of treating speech and language disorders in the school setting has been fluency (stuttering). I believe this is the case because there has been so much varying research and information over the years as it pertains to the subject. Being the inquisitive individual that I am, and also just wanting to be the best at what I do, I made it a mission to completely conquer the world of fluency…j/k :). There is a lot of information floating around…some true…some not true…some helpful…some not so helpful.

Here are 5 key things that have helped me in better treating preschool and school aged children with fluency disorders:

1. It’s important to use evidence based research methods. As with everything we do when professionally treating speech and language disorders, treatment methods and information given to others should be rooted in evidence based research. I think it’s always essential to remind ourselves of this. This is also important as it pertains to fluency because there is a lot of research available about fluency. A lot of the newer research findings have different treatment implications than those of the past.
2. Focus on a direct approach as opposed to an indirect approach. Directly addressing stuttering and making the child aware by modeling, instructing, and providing feedback is very important in reducing or eliminating stuttering. It’s ok to use the word “stutter.” A lot of research in the past focused on an indirect approach and indirectly treating the disorder without drawing direct attention to the child about their disfluency. Focusing on a combined approach may also be most effective.
3. Causes versus stressors. Although stressors (ex. interpersonal, communicative, etc.) may have an effect on a child’s fluency, it is critical to understand as well as helping the parent to understand that these factors are not the cause of stuttering. Causes of stuttering are not known (although there are several theories) but it is important to understand that stuttering comes from within the child and is not necessarily caused by stressors. Reducing these stressors are however vital in the treatment of stuttering.
4. Information to the parent regardless of if you’re recommending an evaluation is important. Parents are generally simply concerned with helping their child. Giving them information that is helpful to them helping their child is essential even in situations where evaluation and treatment may not be recommended. Parents also play a key role in treatment as well; therefore, the more information, the better.
5. Duration and time of the stutter may not be as important as previously thought. A lot of research is focused on duration, time, and number of occurrences of a stutter however there is research that shows that risk factors may need to be considered more heavily that duration and time when it comes to evaluation and treatment. Also, treatment should always be individualized, therefore what may weigh heavier with one child may not be the same for another.

What has been most helpful to you?