This article explains the core types of stuttering—blocks, prolongations, and repetitions—and provides structured at‑home speech exercises to reduce symptoms and build communication confidence. You’ll find clear definitions, observation tips, daily practice plans, age‑appropriate routines, worksheets, and progress tracking so families, teens, and adults can practice safely and effectively between professional sessions.
Understanding the types of stuttering and how they look
Understanding the specific ways speech breaks down is the first step toward managing it. Stuttering is not a single behavior; it is a collection of different speech events that clinicians categorize into three main types: repetitions, prolongations, and blocks. Each type has its own physical characteristics and underlying causes. By learning to identify these, you can better track progress and choose the right exercises for daily practice.
Repetitions
Behavioral Description
Repetitions occur when a person repeats a sound, a syllable, or a single-syllable word. This is often what people visualize when they hear the word “stuttering.” You might hear a child say “b-b-b-ball” or an adult say “I-I-I want that.” These differ from normal disfluencies, such as repeating a whole phrase. In stuttering, the repetition is usually shorter and happens more frequently. Research indicates that fast repetitions often occur at a rate of seven to nine hertz, suggesting a tremor in the speech muscles. The speaker is essentially trying to restart the motor program for the word because the muscles did not activate correctly the first time.
Observable Signs
When someone repeats a sound, you might see their jaw or lips moving quickly with a rhythmic quality. In the beginning stages, these repetitions might look loose and relaxed. As the behavior persists, tension often increases. You might notice the person blinking their eyes or shifting their gaze during the repetition. Breathing usually remains relatively steady during simple repetitions but can become shallow if the person feels rushed.
Common Locations and Triggers
Repetitions most often happen on the initial sounds of words. They are very common on stop consonants like p, b, t, d, k, and g, which require a complete closure of the mouth followed by a quick release of air. If that release is delayed, the person may repeat the closure phase. Stressed syllables in the middle of a sentence are another common spot. Triggers often include a fast speaking rate, the pressure to communicate quickly, or anxiety about a specific word.
Transcription Example
I [w-w-w] want to go to the [p-p] park today.
Can you [h-h-h] help me with this [b-b] book?
Prolongations
Behavioral Description
A prolongation happens when a speech sound is stretched out for an unnaturally long time. The person produces the sound but cannot move to the next phoneme. For example, you might hear “sssssssun” or “mmmmmomm.” This disfluency is generally considered more advanced than a simple repetition, indicating that speech muscles are getting stuck in a fixed position. Most prolongations involve voiced sounds where the vocal cords are vibrating, but they can also occur with voiceless sounds like “s” or “f.”
Observable Signs
You will often see visible tension in the lips, tongue, or throat during a prolongation. The person might look like they are straining to push the sound forward. A common sign is a rise in pitch as the prolongation continues, caused by tightening laryngeal muscles. You might also see the person’s eyes widen or eyebrows lift as they struggle to break through the sound. Breathing may become uneven as they try to maintain airflow through a constricted space.
Common Locations and Triggers
Prolongations usually occur on continuant sounds—where air flows continuously—such as s, f, l, m, n, and r. They are frequently found at the beginning of sentences or on words the speaker perceives as difficult. Triggers include speaking to an authority figure, feeling time pressure, or encountering phonemes that require complex tongue positioning.
Transcription Example
[Ssssss] am is coming over at [ffffff] ive o’clock.
The [nnnnn] ext train is [lllllll] ate.
Blocks
Behavioral Description
Blocks are moments when speech is completely stopped. The person knows what they want to say, and their mouth may be in the correct position, but no sound emerges. This is a total interruption of airflow and voicing. Blocks are often the most physically taxing type of stuttering, representing a high level of muscle tension where the speech mechanism is essentially locked. A block can happen at the level of the lips, tongue, or vocal cords. Some are silent, while others involve a quiet, tense sound before the word breaks through.
Observable Signs
The signs of a block are often very physical. You might see the person’s mouth open in a fixed shape with no sound. Their neck muscles might bulge, and their face may turn red from effort. Secondary behaviors are common here, including tremors in the jaw, sudden head movements, or fist clenching. The person may also hold their breath or try to speak on a very low volume of air, signaling significant struggle.
Common Locations and Triggers
Blocks often occur on words starting with vowels or hard consonants. They are common at the start of a conversation or when answering a direct question. High-stress situations are primary triggers, including talking on the phone, introductions, or speaking in noisy environments. The fear of stuttering itself often triggers a block, creating a cycle of tension and silence.
Transcription Example
I would like [……] apple juice, please.
My [……] name is Catherine.
Identification and Observation Tasks
To accurately identify these behaviors at home, use structured tasks to observe patterns in a controlled way. Recording these moments for later review is a standard practice recommended by organizations like the American Speech-Language-Hearing Association (ASHA). Proper identification is necessary because the exercises for a block often differ from those for a repetition.
Task 1: The 20 Second Reading Elicitation
Choose a paragraph from a book or news article. Read it aloud for 20 seconds while recording. Afterward, listen to the recording and count every time a word is not fluent. Use the following scoring method: Count the total number of syllables in the passage, then count how many were stuttered. Divide the stuttered syllables by the total syllables and multiply by 100 to get the Percent Syllables Stuttered (%SS). A score above 10 percent often indicates a need for structured intervention.
Task 2: Conversation Prompt
Ask the person to describe their favorite movie or a recent trip for 30 seconds. This is more difficult than reading because it requires higher cognitive effort. Observe the physical signs: Do you see eye blinks? Is there tension in the neck? Note which sounds cause the most trouble. Use a stopwatch to time the duration of the longest blocks or prolongations. Events lasting over one second are usually considered markers of increased severity.
Home Observation Checklist
Use this checklist during your observation tasks to keep a record of what you see. This data is valuable if you decide to consult a speech-language pathologist.
| Behavior Category | What to Look For | Frequency (Low/Med/High) |
|---|---|---|
| Repetitions | Repeating sounds or syllables more than twice. | |
| Prolongations | Stretching sounds for one second or more. | |
| Blocks | Silent pauses with visible physical tension. | |
| Secondary Signs | Eye blinking, jaw jerking, or foot tapping. | |
| Breathing | Gasping for air or speaking on empty lungs. | |
| Avoidance | Changing words or refusing to speak. |
Severity Markers
When evaluating stuttering, look for four main markers: Frequency (how often disfluencies happen), Duration (how long each event lasts), Physical Struggle (tension and secondary behaviors), and Emotional Impact. If a person avoids social situations or feels deep shame about their speech, severity is considered higher regardless of the syllable count. Professional guidelines emphasize that a thorough assessment must include these personal and social factors. Accurate identification allows you to target specific tension points in your practice. You can find more detailed descriptions of these types at Expressable to help refine your observations.
Step by step at home exercises plans and worksheets
Before starting any at-home speech routine, establish a safe environment. Never force a child or teen to use these techniques during moments of high stress, and avoid punishment for stuttering. The goal is to build confidence and reduce physical struggle. If you notice a sudden increase in tension or withdrawal, stop the exercise and focus on positive reinforcement. Always consult a certified Speech-Language Pathologist (SLP) if you have concerns about progress or emotional well-being.
Warm Up and Breathing Routines
Diaphragmatic Breathing
The goal is to establish a steady flow of air before speaking to reduce the tension that leads to blocks. Sit in a comfortable chair with your back straight. Place one hand on your chest and the other on your belly. Breathe in slowly through your nose for three seconds; you should feel your belly move out while your chest stays still. Breathe out slowly through your mouth for five seconds. Repeat ten times. For young children, tell them to imagine blowing up a balloon in their tummy. For adults, focus on the sensation of the ribs expanding. Practice this for three minutes every morning.
Vocal Warmups and Posture
Good posture allows for better lung capacity. Stand against a wall to ensure your shoulders are back and relaxed. Gently hum a low note for five seconds, then move to a higher note to relax the vocal folds. Use the following script for a three-minute routine:
1. Deep belly breath (30 seconds).
2. Gentle humming on “m” and “n” sounds (1 minute).
3. Soft lip trills or “bubbles” (1 minute).
4. Stretching the neck and shoulders (30 seconds).
Fluency Shaping Drills
Easy Onset and Gentle Onset
This technique prevents the hard vocal cord closure that causes blocks. Start by exhaling a tiny bit of air before beginning a word. Imagine adding a soft “h” sound to the start of words that begin with vowels. For example, instead of saying “apple” with a hard click, say “hhhhh-apple.” Practice this with a list of ten words starting with vowels for five minutes daily. The goal is zero tension in the throat at the start of the word.
Prolonged Speech and Continuous Phonation
Stretching out sounds helps maintain airflow and reduces repetitions. Often called “turtle talk” for kids, this involves picking a simple sentence like “I want a snack” and stretching every vowel for two seconds: “Iiiiiii waaaaaant aaaaa snaaaaaack.” Keep your voice box vibrating throughout the entire sentence without stopping between words (continuous phonation). Practice reading a short paragraph using this slow, stretched style for ten minutes. This helps you understand the 3 types of stuttering by feeling where tension usually happens and overriding it with movement.
Syllable-Timed Reading
This involves speaking to a rhythmic beat. Use a metronome app set to 60 beats per minute. Say one syllable for every click: “The. Cat. Sat. On. The. Mat.” This is highly effective for children aged 3 to 7 as it provides a predictable structure that reduces the brain’s timing demands. Practice for five minutes twice a day.
Stuttering Modification Drills
Cancellations
This is a “do-over” technique. If you stutter on a word, finish the word completely. Pause for two seconds to relax your mouth. Then say the word again using an easy onset or a stretch.
Example script: “I want a b-b-b-ball. (Pause). Bbbbball.”
This teaches that you can recover from a stutter and stay in control.
Pull-Outs and Slide-Outs
These are used during the moment of stuttering. If you feel a block or prolongation, do not “push” through it. Instead, stay in the stutter but slowly reduce the tension. Slide out of the sound by stretching the rest of the word. If you are stuck on “s-s-s-sun,” feel where the tongue is tight, relax it slightly, and slide into the “un” sound. Practice by intentionally stuttering on five words and then “sliding” out gently.
Transfer and Generalization
Graded Conversation Tasks
Moving from practice to real life requires small steps. Start with a structured role-play at home, such as ordering food from a family member. Once comfortable, move to a phone call to a local store to ask about hours. For teens, practice a three-minute classroom script introducing a topic. Use a progress marker like the percentage of syllables stuttered (%SS). Record these sessions and count how many blocks or repetitions occur out of 100 syllables.
Desensitization and Confidence Building
Voluntary Stuttering
This sounds counterintuitive, but it is a powerful tool for reducing fear. Choose to stutter on purpose in a safe setting. Say “I would l-l-l-like some water” even if you feel fluent. This puts you in the driver’s seat and reduces the “panic” response when a real stutter happens. Adults can try this in low-stakes environments like a grocery checkout; for children, make it a game called “silly sounds” where everyone stutters on purpose.
Age Specific Adaptations
Young Children (3 to 7)
Keep sessions under ten minutes. Use toys to model “bumpy” and “smooth” speech. If the child stutters, respond with “I liked how you told me that” to keep the focus on communication rather than perfection. Use parent-led routines during bath time or dinner.
Teens (13 to 17)
Privacy is essential. Allow teens to practice in their room with a recording app. Use motivational interviewing by asking, “What is one situation this week where you want to feel more confident?” Focus on personal goals rather than just fluency numbers.
Adults (18+)
Incorporate Cognitive Behavioral Therapy (CBT) techniques. Use a self-monitoring worksheet to track thoughts like “People will think I am incompetent” and challenge them with evidence. Focus on relapse prevention by identifying high-stress triggers early.
Tech Tips and Progress Tracking
Use your smartphone to record one minute of reading every Monday. Listen back and calculate the %SS. Metronome apps can assist with syllable-timed speech. Some people find benefit in Delayed Auditory Feedback (DAF) apps, which play your voice back with a slight delay, but use these with caution as they can be distracting and should not be a permanent crutch. Telepractice check-ins with an SLP can help ensure your technique is correct.
Worksheet Templates and Schedules
| Week | Focus Drill | Daily Time | Progress Marker (%SS) |
|---|---|---|---|
| Week 1 | Easy Onset / Breathing | 10 Minutes | Goal: 15% or less |
| Week 2 | Stretches / Cancellations | 15 Minutes | Goal: 12% or less |
| Week 3 | Pull-outs / Reading | 20 Minutes | Goal: 10% or less |
| Week 4 | Phone Calls / Voluntary Stuttering | 20 Minutes | Goal: Increased Confidence |
Daily Log Entry Example
Date: 12/24/2025 Drills Completed: Easy Onset, Pull-outs Notes: Felt tension on "p" sounds. Used a slide-out successfully. Confidence Level: 7/10
Troubleshooting
If progress stalls, go back to basics. Often, a lack of progress means physical tension has returned unnoticed. Increase time spent on diaphragmatic breathing. If anxiety is high, reduce the difficulty of the speaking task; instead of a phone call, go back to reading aloud to a pet or a mirror. Consistency is more important than session length—short, focused bursts of three minutes throughout the day are often better than one long session.
Common questions people ask about practicing at home
Practicing speech techniques at home is a significant step toward managing disfluency. It allows for a low-pressure environment where you can focus on the mechanics of speech without the social anxiety of a public setting. However, many people feel uncertain about how to start or whether they are doing the exercises correctly. This chapter addresses practical concerns when moving from understanding the types of stuttering to active daily practice.
When should I start home exercises versus seeing an SLP?
The priority of professional evaluation
Seek a professional evaluation from a Speech-Language Pathologist as soon as you notice persistent signs of stuttering. While home exercises are helpful, they work best when a clinician identifies whether the disfluency is developmental, neurogenic, or psychogenic. Early intervention is critical because about 75 to 80 percent of children who stutter will recover with the right support. If stuttering has lasted longer than six months or if there is a family history of persistent disfluency, professional guidance is necessary. Use home practice to supplement formal therapy sessions rather than replacing them.
Can practicing at home make stuttering worse?
The role of tension and pressure
Home practice rarely makes stuttering worse if you follow a gradual, graded approach. The main risk involves introducing too much tension or forcing speech sounds. If a person feels pressured to be perfectly fluent, they might develop secondary behaviors like eye blinking to push through a block. Avoid punishment or negative feedback. Focus on positive reinforcement and keep sessions relaxed. If the speaker becomes frustrated or tense, stop the exercise and consult a professional.
How long before I see improvement?
Setting realistic timelines for fluency
Improvement is a gradual process taking weeks or months of consistent effort. You will likely see small changes in managing specific sounds before a total reduction in stuttering frequency. Use objective measurements like the percentage of syllables stuttered to track progress. Recording practice sessions weekly allows you to hear subtle shifts in speech rhythm. Progress is not always linear; some days will be easier than others, but long-term consistency is key to building lasting confidence.
How to adapt exercises for very young children?
Gamification and parent involvement
For children aged 3 to 7, speech practice should never feel like a drill. Adapt exercises by turning them into games or incorporating them into daily playtime. Instead of asking the child to repeat words, model slow and relaxed speech yourself (indirect therapy). Focus on creating a supportive environment where the child feels heard regardless of fluency. Keep direct practice sessions short—perhaps only five minutes—and use toys or picture books to elicit speech naturally.
How to manage blocks and prolongations in real conversations?
Applying behavioral techniques in the moment
Managing blocks and prolongations during conversation requires combining physical techniques and mental preparation. When you feel a block coming on, try using an easy onset by letting out a little air before starting the sound. If you are already in a block, a pull-out technique can help you release tension slowly. If these moments cause significant anxiety, combining physical drills with counseling to address the emotional impact is helpful.
Is voluntary stuttering safe and helpful?
Desensitization through controlled disfluency
Voluntary stuttering is a safe, highly effective tool for reducing fear associated with speech breakdowns. By choosing to stutter on purpose in a controlled way, you remove the element of surprise and regain a sense of power. This helps desensitize the speaker to the feeling of being stuck and reduces the urge to avoid certain words. Start alone, then practice with a trusted family member before trying it in public. This graded exposure builds the mental resilience needed for real-world communication.
When to use devices or apps?
The limited role of speech technology
Speech devices and apps are useful supplements but not cures. Tools providing delayed auditory feedback or metronome pacing can help some individuals maintain a slower speech rate, but they should be used with caution, ideally under SLP guidance. Technology is most effective when supporting behavioral techniques practiced at home. Do not rely on a device as a permanent fix; use it as a temporary training wheel to internalize the rhythm of fluent speech.
How to combine home practice with formal therapy?
Generalization and coordination of goals
Use home practice for generalization—taking skills learned in the clinic and applying them to different rooms or people. Keep a detailed practice log and share it with your therapist. Recording yourself performing specific drills helps the clinician see your progress. This coordination ensures your home routine aligns with your professional treatment plan, helping you reach goals faster.
What if my child is resistant?
Prioritizing emotional well-being over drills
If a child is resistant, stop the exercises immediately. Forcing practice can create a negative association with communication, potentially leading to increased avoidance. Resistance often signals that the child feels overwhelmed. Focus on building confidence through activities where they feel successful, or try changing the practice format to be more engaging. If resistance continues, talk to your SLP about adjusting therapy goals to focus on emotional comfort.
Are there medications or medical treatments that help?
Understanding the neurological nature of stuttering
There are currently no FDA-approved medications specifically for stuttering. While some doctors may prescribe medications for anxiety, these do not address the underlying neurological cause. Stuttering is complex, influenced by genetics and brain structure. Most effective treatments focus on behavioral modification and cognitive strategies. Be wary of products promising quick medical fixes; evidence-based speech therapy remains the gold standard.
How to approach bilingual or multilingual speakers?
Monitoring disfluency across languages
Bilingual speakers should practice exercises in every language they use regularly. Stuttering patterns can vary by language, grammar complexity, or proficiency level. It is a myth that learning two languages causes stuttering. However, monitor the frequency of repetitions and blocks in each language. If working with a child, ensure they feel comfortable communicating in their preferred language. Practice logs should note which language was used to track specific triggers.
Will stuttering ever fully go away?
Focusing on communication success
For many children, stuttering resolves as the speech motor system matures. For adults, the goal often shifts from total fluency to effective management. Persistent stuttering affects about 1 percent of the adult population. Even if disfluency remains, you can learn to speak with much less effort. Success should be measured by the ability to say what you want when you want. Building a strong support network and focusing on the message rather than mistakes leads to a more fulfilling life.
| Action Step | Description | What to Prepare |
|---|---|---|
| Call an SLP | Schedule an evaluation if stuttering persists for 6 months or causes distress. | Insurance info and history of onset. |
| Start a Log | Track daily practice and note any triggers for blocks or repetitions. | A notebook or digital spreadsheet. |
| Record Speech | Capture 10 to 20 second samples of reading and conversation. | Smartphone or voice recorder. |
| Gather Samples | Collect worksheets and frequency logs to show the clinician. | Completed 4 week practice templates. |
| Identify Red Flags | Watch for sudden onset or neurological signs like tremors. | List of physical symptoms observed. |
Quick Action Steps for Your First Appointment
When meeting an SLP, preparation helps you get the most out of the session. Bring audio or video recordings of speech from different environments, as stuttering often changes depending on the setting. Provide a log of how often blocks, prolongations, and repetitions occur. If you have been using specific worksheets at home, bring those as well. This data gives the clinician a clear picture of speech patterns to create an effective treatment plan.
Conclusions and next steps for ongoing improvement
Understanding the specific ways speech can be interrupted is the foundation for successful home practice. You have learned that stuttering is a collection of behaviors—repetitions, prolongations, and blocks—each requiring a slightly different approach. By accurately identifying which type you or your child experiences most often, you can tailor your exercises to be more effective. This results-oriented approach ensures that you are working on the specific mechanics of your speech rather than practicing generic drills.
Summary of Key Takeaways
Recognizing the three primary types of stuttering allows you to move from vague frustration to targeted intervention. Whether you are dealing with the rapid-fire nature of repetitions, the fixed tension of prolongations, or the complete stoppage of blocks, the goal remains the same: to reduce physical struggle. While developmental stuttering has a high recovery rate in children, adults with persistent stuttering can still achieve significant control. You can find more detailed definitions of these types at Expressable.
Structured Daily Practice
Consistency is the most important factor in seeing improvement. At-home exercises work best as part of a predictable routine. Aim for 10 to 20 minutes of focused practice daily, which can be broken into smaller 5-minute chunks. The goal is to build muscle memory and desensitize the nervous system to the feeling of stuttering. Focus on physical sensations—notice where the tension is (throat, tongue, lips) to apply techniques like easy onsets or pull-outs effectively. Combining behavioral drills with confidence-building activities is essential, as mindset is just as important as mechanics.
Your 4-Week Action Plan
To move from theory to results, follow these steps to start your journey toward better fluency:
- Start a 4-week practice log. Use a notebook or spreadsheet to track daily sessions, recording the date, drills performed, and how you felt about your speech.
- Pick 2 to 3 core drills. Choose exercises that felt most helpful. If you struggle with blocks, focus on airflow techniques; for repetitions, work on syllable-timed speech.
- Set measurable goals. Aim for specifics, such as reducing your percentage of stuttered syllables (%SS) in a 2-minute reading task by 5 percent over the next month.
- Record weekly progress. Once a week, record yourself speaking for two minutes. Listen back and count the disfluencies to generate objective data on your improvement.
- Schedule an evaluation with an SLP. Professional guidance is the gold standard to provide formal assessment and ensure your techniques are correct.
Managing Expectations and Timelines
Improvement is typically gradual; do not expect a total change overnight. Expect a timeline of weeks or months to see significant shifts. Stress, tiredness, and conversation topics can influence stuttering, so do not let difficult days discourage you. Focus on “stuttering more easily” rather than achieving perfect fluency. Reducing the tension associated with blocks and prolongations builds the confidence to speak in any situation—a shift often more impactful than the physical techniques themselves.
Building a Support Network
Connecting with others who understand stuttering can boost progress. Support groups provide a safe space to practice and share frustrations. For kids and teens, a supportive home and school environment is vital; parents should focus on the content of the message to reduce pressure. Adults can join organizations like the National Stuttering Association or visit the Stuttering Foundation for resources and community.
Resource List and Search Terms
Use these resources and search terms to find local help or continue your research.
| Resource Type | Organization or Term |
|---|---|
| Professional Org | American Speech-Language-Hearing Association (ASHA) |
| Support Group | National Stuttering Association (NSA) |
| International Help | International Stuttering Association (ISA) |
| Search Term | Fluency shaping techniques for adults |
| Search Term | Stuttering modification exercises at home |
| Search Term | Pediatric speech therapy near me |
Safety Reminders and Red Flags
While stuttering is usually developmental or persistent, seek immediate professional help if you notice a sudden onset in an adult who has never stuttered, as this could indicate a neurological event. If speech changes accompany dizziness, severe headaches, or weakness, go to the emergency room. Additionally, if stuttering causes significant emotional distress, social withdrawal, or thoughts of self-harm, reach out to a mental health professional immediately. For more information on disfluency levels, read about word-final dysfluencies.
Structured practice combined with professional insight creates the best environment for improvement. Start your log today and pick your first two drills. Small, daily steps lead to lasting change in how you communicate. You have the tools to identify your patterns and the plan to work through them.
Sources
- 3 Types of Stuttering | Advanced Therapy Clinic — Developmental stuttering has a high recovery rate of around 75-80% as children grow. Stuttering can include repetitions, prolongations, and …
- What Are the 3 Types of Stuttering? – Expressable — What are the types of stuttering? · 1 Repetitions · 2 Prolongations · 3 Blocks.
- Word-Final Dysfluencies: Ten Infrequently Asked Questions — Prolongations are dysfluencies that stretch a speech sound. Blocks are complete interruptions of speech. 3. Are there different types of word-final dysfluencies …
- Developmental Levels of Disfluency – Center for Stuttering Therapy — Frequency of disfluency increases to more than 10%. Repetitions increase to more than 2 per instance. Repetitions remain loose and relaxed. · Tense, abrupt …
- What Are the 3 Types of Stuttering? – Kutest Kids — Discover the 3 types of stuttering: developmental, neurogenic, and psychogenic. Learn about causes, treatments, and coping strategies.
- What is Stuttering? — Stuttering events are typically categorized as repetitions, prolongations and blocks, but this is a labelling based on the sound, providing little …
- Stuttering: Clinical and research update – PMC – PubMed Central — Adults who stutter tend to manifest similar patterns of speech disfluencies. Repetitions, prolongations, and silent blockages are common and can be disabling.
- Stuttering (Disfluency) | Causes, Characteristics & Treatment — Less Typical (Stutter-Like) Disfluencies · Repetition of sounds (“sh-sh-shoe”) · Repetitions of syllables (“ba-ba-ball”) · Prolongation: stretching of sounds (“Wh- …
- Secondary Characteristics Of Stuttering | AIS — Typically, the primary, surface behaviors of developmental stuttering are divided into three major categories: sound repetitions, sound …
- Stuttering, Cluttering, and Fluency – ASHA — Stuttering is an interruption in the flow of speaking due to disfluencies. It is the most common fluency disorder and can affect the rate and rhythm of speech.
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