Stuttering Advice for Classroom Teachers: What to Do, and What NOT To Do

A Speech-Language Pathologist Offers Teachers and Parents Tips on Supporting Speech Fluency in Children

Most of the age-old advice we typically offer to children who stutter - ie., slow down, take a deep breath, think before you talk - is not only ineffective - it might make things worse.  So, what should you do if one of your students has stuttering symptoms?  Here are a few common sense strategies you can use today to support children with stuttering disorders.

• Relax and pay attention to the child and the message (without commenting on the delivery or stuttering behavior!)

• Never point out disfluencies, particularly in young children.  It isn't helpful for older students either.  Instead, model a slightly slower speaking rate yourself.  

• Maintain eye contact with a student during moments of stuttering. Many of us tend to look away from a student during stuttering behaviors.  

• If your student tends to interrupt you during instruction - help the student find a gesture or other signal to use to get your attention. 

• Find 3 minutes of 1:1 time to talk with your student each and every day. Slow down the pace long enough to model good communication as a speaker and listener.

• Provide opportunities to rehearse for oral presentations, and allow written notes or cue cards.  Printed cues and rehearsal can support speech fluency rates for students during presentations.

• Manage the pace of your classroom environment.  Allow adequate time for transitions between activities.

Recognize Other Factors Affect a Child's Speech Fluency 

1 out of every 20 or so children experience stuttering at some point in their development*.  Most of these children will "outgrow" their disfluencies.  This is one of the reasons why it is best to avoid calling attention to disfluencies, particularly in young children.  Some important factors correlated with increased stuttering can include:

• being excited about upcoming holidays or special events or programs

• communication pressures, such as being in a hurry or being interrupted by other students

• feeling tired

• changes in schedule

• being challenged by the task at hand - such as giving a presentation for the first time

• developmental language stages (typically preschool age)

*Myths About Stuttering.  (2008).  Stuttering Foundation of America.  www.stutteringhelp.org

Contact a Speech-Language Pathologist
If you are a teacher or parent seeking help or have questions or concerns about a child's communication development, contact your school's speech-language pathologist for more information.  If your child is not yet in school, contact your local school district office for a referral to the correct agency. 

For a list of possible providers in your area, log into the website for the American Speech-Language-Hearing Association (ASHA).  At this site, you will find information on how to locate certified speech pathology providers in your area.  Here is the link to find local providers:  http://www.asha.org/proserv/


For More Information

The Stuttering Foundation of America is a recognized leader in the area of advocacy for individuals with stuttering disorders.  They offer a wealth of information for teachers and parents of children from preschool through adolescence.  Videos, pamphlets, handouts, and more detailed guidelines can be obtained from this organization for little or no cost.  You can reach them by phone at 1-800-992-9392, or log onto their website at http://www.stutteringhelp.org/

Want more free resources?  Check the email or feedburner link at the top of this page and get free updated content from this website, delivered to your reader or e-mail!  Cynthia Scott, MA CCC-SLP is a speech-language pathologist and educator in the greater Minneapolis/St. Paul area.   She can be reached by email at phoneticresourcesllc@gmail.com.