Most children who have a stutter are already actuely aware that their speech sounds different to the other children at school.
Stuttering can have a significant impact on a child’s confidence, participation at school and their social interactions.
By the time a student reaches year 3 or 4, they have often developed complex emotional responses like avoiding specific words or staying silent during class discussions.
As this happens supporting fluency becomes more complex, so the next practical step for most families is deciding which therapy approaches would be most effective.
A review by Johnson et al. (2023), examined current research on treatments for school age children who stutter.
The research found that unlike early childhood stuttering where parent led interventions are often highly effective, school age children need more direct, structured support.
The researchers focused on how well different treatments reduced stuttering frequency and improved communication outcomes.
This research indicates that structured therapy is highly effective for this age group, providing important insights into what works best.
The research highlights that it is never too late to seek support for a school aged child. Although preschoolers see faster results, meaningful improvements are possible for older students with the right approach.
Approaches that teach children to change the way they speak, often called speech restructuring or fluency shaping techniques, showed the most consistent evidence for reducing stuttering.
These approaches may include:
- Slowing down speech
- Using smooth, controlled speech patterns
- Practising specific fluency techniques
Resaerch suggest that individual therapy is extremely important to older children. A one on one experience allows therapist sto work directly with your child on their specific needs, without the percrieved judgement of other children.
Effective therapy may vary due to the child’s age, the severity of stuttering, the emotional and social impact.
Speech therapy should be personalised for each child to suit their level of confidence in speaking, as well as their fluency.
When we see a child who has been struggling for years without support, the first priority is often dismantling the fear of speaking rather than just fixing the sounds.
While the findings are encouraging, the review also noted that there are fewer high quality studies for school age children compared to preschoolers.
Perth Speech Therapy uses a client and family-centred approach to make sure that your child’s therapy is tailored to fit their unique needs.
All staff are trained in the Lidcombe programme which is considered gold standard to intervention. Always remember early intervention is best.
Next Steps for Families
If your child is school aged and stuttering an assessment can provide clarity on the best therapy path.
We offer initial consultations at our clinics to discuss individual needs.
Contact our team to book an appointment with our experienced speech pathologists.
Reference
Johnson, G., Onslow, M., Horton, S., & Kefalianos, E. (2023). Reduced stuttering for school-age children: A systematic review. Journal of fluency disorders, 78. https://doi.org/10.1016/j.jfludis.2023.106015