SYDNEY SPEECH THERAPY
Supporting children who stutter
Every child deserves to feel confident when they speak. We provide warm, evidence-based therapy that helps children communicate smoothly, comfortably, and on their own terms.
Vocabulary & Concepts
Understanding words, phrases, and
concepts such as time, location and size (e.g., before, next to, behind, smaller)
Question Types
Understanding wh questions (e.g., who, what, where), inferencing questions, predicting questions & abstract language
Grammar & Sentences
Understanding grammatical structures (e.g., past tense, plurals, pronouns) and sentences
Following Directions
Understanding and recalling single and multi-step directions. These are used in conversation at home and school
WHAT IS STUTTERING?
A difference in verbal fluency
Stuttering is a speech fluency difference that affects the natural rhythm and flow of speech. A child who stutters typically knows what they want to say, but the challenge is in producing it smoothly.
Stuttering most commonly begins between the ages of 2 and 5, when language development is moving quickly. While some children recover naturally, others benefit greatly from early, targeted support.
Stuttering is not connected to a child’s intelligence or personality, nor to the style of parenting they experience
Recognising stuttering disfluencies
Sound & Syllable Repetitions
“b-b-b-ball”
“I wa-wa-wa-want…”
When a single sound, or part of the word is repeated
Sound Prolongation
“I want ssssseaweed…”
When one sound is stretched out and said for a longer time than usual
Blocks
“I c….an play”
Pausing or becoming ‘stuck’ on a sound or word, resulting in no sound being produced
Avoidance
“I want a t-t-t-… car”
Avoiding tricky to say words and/or withdrawing from speaking situations
Visible Tension
Visible tension in the face, hands & body
Signs of tension can include rapid eye blinking, head movements and leg movements.
Sound & Syllable Repetitions
“b-b-b-ball”
“I wa-wa-wa-want…”
When a single sound, or part of the word is repeated
Sound Prolongation
“fffffire truck”
“I want ssssseaweed…”
When one sound is stretched out and said for a longer time than usual
Visible Tension
Visible tension in the face, hands & body
Signs of tension can include rapid eye blinking, head movements or straining and leg moving
Blocks
“I c….an play”
Pausing or becoming ‘stuck’ on a sound or word, resulting in no sound being produced
Avoidance
“I want a t-t-t-… car”
Avoiding tricky to say words and/or withdrawing from speaking situations
Types of stuttering
Understanding which type of stutter your child experiences helps guide the most appropriate support.
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Most common stutter
Typically seen in children, aged 3 to 5 years old
Some children’s developmental stutter may resolve naturally
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Stuttering beyond the childhood years, often seen in school-aged children
Speech therapy can support children to become more fluent, resulting in increased confidence and participation in social situations
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When a stutter is observed after a neurological event, such as an injury or illness
Evidence-based programs for stuttering
Lidcombe Program
For children aged 2-7 years old
A parent-led approach guided by a speech pathologist. Parents learn to give positive, specific feedback during everyday conversations at home, with a strong focus on building confidence and making communication enjoyable.
Westmead Program
For school-aged children
A therapy approach helps children develop control and confidence in their speech. It focuses on using engaging activities to practice smooth speaking, while giving families practical strategies to support their child’s communication at home and in everyday situations.
Oakville Program
For school-aged children
Aims to help children build fluency and feel more confident speaking. It combines structured therapy sessions with everyday practice, making communication feel more positive and natural over time.
Lidcombe Program
For children aged 2-7 years old
A parent-led approach guided by a speech pathologist. Parents learn to give positive, specific feedback during everyday conversations at home, with a strong focus on building confidence and making communication enjoyable.
Westmead Program
For school-aged children
A therapy approach helps children develop control and confidence in their speech. It focuses on using engaging activities to practice smooth speaking, while giving families practical strategies to support their child’s communication at home and in everyday situations.
Oakville Program
For school-aged children
Aims to help children build fluency and feel more confident speaking. It combines structured therapy sessions with everyday practice, making communication feel more positive and natural over time.
What can you do at home?
Small, everyday adjustments to how you communicate with your child can make a meaningful difference. These strategies help create a calm, supportive space for speaking.
“What do I do if I think my child is stuttering?”
“How can I help my child that stutters?”
Give your child plenty of time to finish what they are saying
Slow your own speaking rate slightly, as children often mirror the pace around them
Pause for a moment before responding, so conversations feel unhurried
Focus on the content of what they are communicating, not how it sounds
Keep conversations relaxed. Low-pressure interactions will help to build confidence over time
Avoid asking your child to “slow down”, “take a breath” or “start again”. This can unintentionally draw your child’s attention to their stutter and/or increase the pressure your child feels when speaking
Not sure where to start?
If you have concerns about your child’s understanding of language, we’re here to help!