Stuttering is more than just a speech behavior—it encompasses emotional and cognitive components that significantly impact a student’s communication confidence. In this episode of School of Speech, host Carolyn Dolby sits down with Claire Barbao, MA, CCC-SLP a clinical supervisor and specialist in fluency disorders, to explore evidence-based strategies for supporting students who stutter in school settings.
Claire shares insights from her years of experience as an SLP, clinical supervisor, and private practice owner at Kindly Speech LLC. She emphasizes that effective stuttering intervention goes beyond traditional fluency strategies like “slow down” and “easy onset.” Instead, a holistic, person-centered approach can empower students to build confidence, develop coping strategies, and advocate for themselves in academic and social settings.
🎧 Listen to the full episode on Spotify
Historically, school-based SLPs have relied on behavioral fluency techniques, such as “turtle talk” or breath control strategies, to help students achieve smoother speech. However, Claire highlights that while these strategies can temporarily increase fluency, they often send the unintended message that stuttering is something to be “fixed.” Instead, she encourages SLPs to focus on:
💬 "If we tell them to use strategies all the time, that’s sending them the message that stuttering is not okay." - Claire Barbao
Claire stresses that stuttering therapy must address a student’s emotional and cognitive experiences, not just the physical aspects of speech. Many students develop negative self-perceptions, avoidance behaviors, and anxiety due to stuttering. Therapy should include:
💬 "We can’t stop negative thoughts, but we can talk back to them." - Claire Barbao
SLPs often default to setting IEP goals focused on fluency percentages or speech accuracy. Claire recommends shifting to strength-based and functional goals, such as:
✅ Understanding and explaining stuttering in their own words.
✅ Practicing self-advocacy skills in social and academic settings.
✅ Identifying and reducing avoidance behaviors.
✅ Using confidence and tension rating scales to track progress.
By reframing goals to focus on communication success rather than fluency, SLPs can better equip students to navigate real-world speaking situations.
💬 "Our job isn’t to ‘fix’ stuttering—it’s to empower students to communicate in their own way." - Claire Barbao
For students who are comfortable, self-disclosure can be a powerful tool in reducing communication anxiety. Claire suggests helping students create a short, neutral disclosure statement, such as:
"Hi, I stutter. Sometimes it takes me a little extra time to say what I want, and I appreciate your patience."
Additionally, SLPs should educate teachers, paraprofessionals, and school staff on how to respond to stuttering in supportive ways. Providing a simple handout or hosting a brief professional development session can make a huge impact.
The ultimate goal of school-based stuttering therapy isn’t to “fix” speech—it’s to equip students with the tools, confidence, and self-acceptance they need to communicate effectively in their own way. By focusing on self-advocacy, emotional resilience, and communication success, SLPs can foster a more inclusive and empowering environment for students who stutter.
For more insights, listen to the full episode here.
