AT WHAT AGE DO CHILDREN TYPICALLY DEVELOP A STAMMER?
Parents often tell us that their child started stammering around the time their language skills were developing, typically between the ages of two and five years. Stammering coincides with the rapid development of new physical and mental skills when the child is learning new words, using longer sentences and asking lots of questions.
WHAT ARE THE EARLY SIGNS?
Stammering differs for each individual, but it commonly includes repetition of whole words, or single sounds or syllables. Sounds can be prolonged or blocked altogether. Often there will be muscle tension around the eyes, nose, lips, neck, arms, legs and chest. Extra body movements may occur as the child attempts to ‘push’ the word out by shifting body position, for example. Children may avoid eye contact and their breathing may be disrupted.
Sometimes the child might try to hide the problem by avoiding or changing words, or might stay away from situations where they need to speak. Some children become so good at hiding their problem that they may appear fluent, or just seem very quiet.
WHAT ARE THE CAUSES?
We don’t really know. It is a developmental neurological disorder and research suggests it is related to reduced blood flow to a certain area of the brain. What we do know is that it is not caused by anything that parents do.
However, having a family history of stammering can mean that it is more likely that a child will stammer. A child’s environment, such as their family situation or a rapid pace of life, can have an influence on how a child manages their stammer, as can the child’s own personality traits.
WHAT ARE THE MAIN FINDINGS OF YOUR LATEST REPORT?
There is a postcode lottery in the provision of support. That means a child who happens to live in one part of the country might not get the support they need. Just under half the health authorities in the UK do not provide access to a specialist service.
HOW CAN THIS BE IMPROVED?
We want to make sure that all children in the UK, no matter where they live, have local access to specialist stammering services. We also think that, if resources are tight, we should prioritise early intervention, as research has shown that can prevent longer-term problems. We also think there should be more training for health and education professionals.
HOW CAN PRACTITIONERS HELP?
The practical advice from our friends at the Michael Palin Centre is to avoid saying the word for the child. Being patient and giving time is really helpful. If the child is aware of their stammer and wants to talk about it, you might come up with some helpful ideas together. It is harder to be fluent when everyone is talking at once, so knowing that they will get their turn will help. Help them to feel there is no hurry to finish, by slowing down your own rate of talking. Most importantly, praise them for the things they are doing well.
HOW CAN THE EARLY YEARS SECTOR HELP MORE BROADLY?
If someone thinks a child they are working with may be stammering, the next step is to discuss this with their parent or carer. If they are all in agreement, the child can be referred to a speech and language therapist. It is important that everyone in health and education works in partnership.