You may have found this blog post because your child was recently diagnosed with a fluency disorder. Or maybe, you just want to learn more about fluency in our speech. Whatever the reason, fluency can be a confusing topic and this blog is here to help!
You may be wondering, “What does fluency mean?” According to the American Speech-Language Haring Association (ASHA), fluency refers to the “continuity, smoothness, rate, and effort in speech production.” In other words, speech that comes out smoothly, seemingly effortless.
Are you already thinking about your own speaking patterns? Well, you are not alone! It’s common for those who first learn about fluency to start to recognize their own patterns and times that they may repeat words, or experience disfluencies. The question that often follows is, what makes that different than a fluency disorder?
All people who use verbal language experience occasional disfluencies (yes, including speech therapists!). Think back to a time that you were nervous or unsure of what to say. Maybe without even noticing it, you might have used filler words (“like,” “um”) or repeated words and phrases, such as, “I like- I like the warm weather.” We call these typical disfluencies, as everyone experiences a bit of this from time to time.
If everyone does this, when does it become concerning? The interruptions become concerning and potentially a fluency disorder when there is a disruption in the flow of speaking that’s described as an atypical rate and rhythm occurring more than 10% of the time. Unlike typical disfluencies that were previously discussed, these are called true stutters and may be an indication of a fluency disorder. These kinds of disruptions, or true stutters, can present as three different types: repetitions, blocks, and prolongations.
Repetitions– When a sound, syllable, or monosyllabic words is repeated (e.g., The p-p-penguin is swimming.)
Blocks– When there is pause in the speech, where the speaker may seem to be having trouble starting or finishing a word (e.g., The -------penguin is swimming.)
Prolongations– When a sound is extended and continuous (e.g., The penguin is sssssswiming.”)
Secondary behaviors can accompany true stutters, and they can be psychological or physical in nature. A person may begin to harbor negative feelings towards speaking, which may lead to avoidance behaviors. This person might avoid certain sounds, words, or situations that will increase their disfluencies. A child might not want to answer a question in class, even if they know the answer, because it means they will have to use a specific word. Another person might not speak up when their order is wrong at a restaurant, because it might lead to them stuttering when doing so.
Some people can also experience physical secondary behaviors that coincide during their moments of disfluency. These behaviors, also called physical concomitants, can present as distracting sounds (e.g., noisy breathing, sniffing), facial grimaces (e.g., lip pressing, tongue protruding), head movements (e.g., back, forward, constant looking around), and movement of the extremities (e.g., arm/leg movements, foot tapping).
One of the most important things to note, when it comes to fluency and other concerns, is that every person is an individual. The information provided in this blog post is just short overview, and every person will have their own, unique experience that may not align exactly with what has been shared here. If you’re looking to learn more about getting a diagnosis, starting treatment, or to rule out any concerns, it’s best to connect with a licensed speech-language pathologist. They will be able to help you make an informed plan that’s specific to you and your family.
In the meantime, if you are looking for additional support and information about stuttering, the resources below are a great place to start:
Stuttering Foundation: www.stutteringhelp.org
National Association on Stuttering: www.nsastutter.org
American Speech-Language and Hearing Association: www.asha.org/public/speech/disorders/stuttering/