NAME THAT DISFLUENCY
“I wa-wa-wa-nt to go first.”
What type of disfluency is this?
A sound or syllable repetition. The speaker repeats part of the word.
You stutter while answering a question in class, and another student finishes your sentence for you. You don't like when people do this.
What could you do?
Politely tell the person what you prefer. For example: “Thanks, but I'd rather finish what I'm saying myself.”
Alex stutters while ordering lunch. His friend patiently waits until Alex finishes.
What might Alex's friend be thinking?
The friend may understand that Alex needs time to finish and that there is no need to speak for him.
This strategy involves intentionally reducing how quickly you speak and giving yourself more time between words and ideas.
What strategy is it?
Slower/easier rate or pausing.
True or False:
Only people who stutter have disfluencies when they speak.
False. Everyone experiences some disfluencies, such as repeating words, changing sentences, or using fillers like “um.”
“Can-can-can I borrow your pencil?”
What type of disfluency is this?
A whole-word repetition because the entire word “can” is repeated.
You know the answer in class, but you're worried you might stutter if you raise your hand.
What are two possible choices?
You could raise your hand and answer even if you stutter, use a speech strategy if you choose, talk to your teacher about ways to make participation more comfortable, or choose another appropriate option.
Mia stutters during her presentation but clearly explains all of her information.
Mia thinks: “My presentation was terrible because I stuttered.”
What is another perspective?
The audience may have focused more on what Mia said than on how fluently she said it. A presentation can be successful even when someone stutters.
Instead of pushing hard when beginning a word, you start your voice gently and gradually.
What strategy is this?
Easy onset/gentle onset.
True or False:
A person can be an excellent communicator and still stutter.
True. Stuttering does not prevent someone from communicating ideas effectively.
“I want to gooooo outside.”
What type of disfluency is this?
A prolongation because a sound is stretched out longer than expected.
You have an oral presentation tomorrow and are worried about your speech. What could you do before the presentation?
Practicing, planning where to pause or breathe, choosing a helpful speech strategy, reminding yourself that stuttering is okay, or discussing accommodations/supports with the teacher if needed.
Ethan looks away while Jordan is stuttering. Jordan assumes:
“He thinks my speech sounds weird.”
What is the problem with Jordan's conclusion?
Jordan doesn't know why Ethan looked away. Ethan could be distracted, thinking, looking at something else, or trying not to stare. We shouldn't assume someone's thoughts without enough evidence.
You notice that your lips, jaw, or tongue are pushing very hard during a difficult word, so you intentionally reduce the pressure.
What strategy are you using?
Light articulatory contact or reducing physical tension.
Which listener response is usually more respectful?
A. Finish the person's sentence.
B. Tell them to slow down.
C. Maintain natural attention and give them time to finish.
D. Guess the word they're trying to say.
C. Give the speaker time to finish while listening naturally.
A student tries to say “pizza,” but no sound comes out for several seconds even though they are trying to speak.
What type of disfluency is this?
A block. The speaker experiences a moment when speech or airflow feels stopped or stuck.
You start avoiding a word because you think you might stutter on it. You substitute a different word, but now your sentence doesn't say exactly what you wanted.
What's another option?
Say the word you actually want to use, even if you might stutter. You could also use a strategy if it helps you. Communicating your intended message is more important than avoiding every stutter.
During group work, Sofia stutters several times. Her partner continues the conversation normally and asks Sofia another question.
What can you reasonably infer about the partner?
The partner appears interested in continuing the conversation and hearing Sofia's ideas. Their behavior suggests that the stuttering did not prevent successful communication.
You purposely stutter on an easy word when you are comfortable doing so.
What strategy is this, and why might someone practice it?
Voluntary stuttering. It can help someone become more comfortable with moments of stuttering and reduce fear or avoidance associated with them.
Why might someone stutter more in one situation and less in another?
Stuttering can vary across situations and over time. Speaking demands, excitement, pressure, the communication situation, and many other factors can affect how speech feels. More stuttering does not automatically mean someone is more nervous.
Compare these:
A: “I-I-I like that movie.”
B: “I, um, well, I think I like that movie.”
How are the disfluencies different?
A contains a repetition associated with stuttering. B contains interjections/fillers and revisions, which are common disfluencies that many speakers experience.
Someone says, “Just slow down and relax.” You find this frustrating because you can stutter even when you're calm.
What could you say?
Example: “I appreciate that you're trying to help, but stuttering isn't just because I'm nervous. It helps me more if you give me time to finish.”
Two students have different opinions:
Student A: “If I stutter during my presentation, everyone will think I did badly.”
Student B: “I might stutter, but I can still give a strong presentation.”
Which perspective is more helpful and why?
Student B's perspective. Fluency is only one part of communication. A person can stutter and still communicate clearly, confidently, and effectively.
Why might one speech strategy work well for a student during one situation but not be the best choice every time they speak?
Different situations and speakers have different needs. Strategies require attention and effort, and the goal isn't to eliminate every stutter. A student can decide when a strategy is useful and when they would rather simply speak naturally.
A student says:
“My goal is to never stutter again.”
How could you rewrite this as a more helpful communication goal?
Example: “My goal is to communicate what I want to say, understand my stuttering, use strategies when they are helpful, and feel more comfortable speaking even when I stutter.”