Fluency Guidelines

1. Avoid questions. If you need specific information, give your child choices (yes/no,
banana/apple, etc.).
2. Refrain from correcting grammar and manners (yes ma’am, etc.) until the fluency is
stable once again. Forget about subject-verb agreement, verb tenses or pronunciation for
the time being. Any untoward behavior you can ignore is also recommended. When we
correct a child’s speech they often interpret it as, “I must not be talking okay so I need
to try harder.” Often the result is an increase in disfluency and effort, during speaking.
3. Although children expect and enjoy being busy participating in activities, overscheduling is
often detrimental to the maintenance of smooth, easy speech. The same principle applies
to the competing usage of technology (watching TV while playing on the iPad, listening to
the car radio while making a phone call). Too much going on may represent a sensory
overload. Even though it seems like caring parenthood, it may be wise to assess your
child’s fluency status insofar as his activity level is concerned. Adjustments may be
needed.
4. With regard to family communication, remember turn-taking, eye contact, and topic focus
and maintenance. A family meeting might be helpful to establish ground rules during
family conversations. Certainly refrain from interrupting or telling him to “slow down,” as
doing so might exacerbate disfluency.
5. As the parents, observe the communication patterns of others who surround your child
(babysitter, grandparents, etc.). Notice the nature of speech communication (i.e., rate of
speech, length and complexity of messages, limited pauses) that is a part of those
relationships. A friendly reminder of some of the tips herein and in other resources may
be necessary and helpful (i.e., creation of a calm, quieter environment with few to no
demands).
6. In many cases, especially if your child has not mentioned trouble in speaking, it is best
to avoid the subject, but rather work ‘behind the scenes’ to promote fluency (and to
observe some of the aforementioned guidelines). If your child is acknowledging the
disfluencies, you may make reassuring comments such as, ‘Some words are hard to say’,
or ‘I have trouble with my words sometimes too!’ The focus is always on the fact that he
or she is a good communicator. It is wise to follow your child’s lead when deciding how

© Alice Anne G. Farley, M.Ed., CCC/SLP, BCS/F

Author of Color Me Fluent ™
 much or often to talk about disfluencies. The parent’s primary role is to model the
desired speech pattern rather than to correct directly.
7. Your child may be in the process of acquiring speech sounds (phonological development).
Although it is tempting to correct a child’s misarticulations (dere for there, thoup for
soup or baf for bath); it is best to limit correction of any kind to your home practice
sessions (10-15 minutes at a time). Your role is to model and exaggerate the target
sounds in your own speech. Your SLP will provide direction as to how to validate your
child for usage of specific speech, language and fluency behaviors as time elapses.
8. A family history of disfluency represents a risk factor in terms of the persistence of
stuttering in children.
9. Once again our emphases are as follows:
 some direct intervention,
 effective parental speech modeling,
 a home program and
 empowerment. Empowerment involves giving your child choices, validating them
conditionally and unconditionally, both of which contribute to his or her sense of
self-worth and well-being.
10. Resources:
 Stuttering Foundation of America
www.stutteringhelp.org
 National Stuttering Association
www.westutter.org
 Color Me Fluent
http://www.colormefluent.com

© Alice Anne G. Farley, M.Ed., CCC/SLP, BCS/F

Author of Color Me Fluent ™
 Handling Interruption

1. Implement basic pragmatic rules: look at the communication partner, stay on the same topic,
and take turns speaking, one individual at a time.
2. Play a game called, “Whose turn is it?” The person who is talking holds an object or ball.
When another person wants to speak, he or she raises his hand. When the speaker finishes
his or her thought, he or she hands the object to the person who wants to talk.
3. Call a family meeting in order to discuss the importance of listening, taking turns and
redirecting behavior. Following such a meeting, rules and roles regarding communication may
be clarified for each family member.
4. Devise a token-economy system. The child receives points for desired behavior. He or she
may receive a point for taking turns during a family meeting or meal. After receiving a
desired number of points, he or she is able to convert them into a prize. It is usually more
effective is a prize is already selected and a picture is posted on the chart.
5. Purchase a number of toys/items that require no talking, (i.e., silly putty, workbooks, puzzles,
any activity that a child can engage in to occupy himself). When a desired time for adult
talking is anticipated/desired, bring out a ‘quiet toy’ and set a timer for the child to play in
his or her room. Seeing adults engage in quiet activities sets a good example for the child.
6. Using positive reinforcement, you may say periodically, “I like to talk to you when we take
turns.” You may also say, “Thank you for telling me about that,” or, “I like to talk to you
when you look at me.”
7. Purposefully interrupt your spouse and say to him or her, “It’s my turn to talk,” setting an
example of turn-taking.
8. If the child interrupts with a different topic, say, “We are talking about so and so right
now; we’ll talk about your topic next. Thank you for waiting.”
9. Continue to model slower, shorter, and simple utterances, even if the child experiences a
fluent period or if the child expressed annoyance with your over-regulated speech.
10. Keep it positive. Thank the child often for letting you know something. Give choices to
empower him or her, “Would you like macaroni and cheese or hot dogs for dinner tonight?”

© Alice Anne G. Farley, M.Ed., CCC/SLP, BCS/F

Author of Color Me Fluent ™