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Building a strong professional network is essential for career growth, and for people who stutter, it can be an opportunity to leverage your unique strengths. Networking isn’t just about meeting new people; it’s about creating meaningful connections that can lead to new opportunities, mentorship, and collaboration. Here’s how to position your unique strengths to connect with others and expand your professional network. 1. Understand Your Unique Value Before you start networking, it’s important to understand what makes you unique and how your experiences can add value. Identify Your Strengths : Reflect on the skills, experiences, and perspectives that set you apart. For people who stutter, qualities like resilience, empathy, and active listening are often highly developed and can be great assets in professional relationships. Create a Personal Elevator Pitch : Develop a concise and compelling introduction that highlights your strengths and what you bring to the table. This “elevator pitch” should be authentic and communicate your enthusiasm for your field or industry. For example, “Hi, I’m [Your Name], and I’m passionate about [your field]. My experience with [relevant background] has taught me the importance of [relevant skills], which I believe are crucial in any professional environment.”  2. Prepare for Networking Opportunities Preparation is key to feeling confident and making a positive impression during networking events or informal meetings. Research Ahead of Time : If you’re attending a networking event, research the attendees, speakers, and topics that will be discussed. This will help you identify people you want to connect with and prepare relevant questions or talking points. Set Goals : Before attending a networking event, set specific goals for what you want to achieve. Whether it’s meeting three new contacts, learning more about a particular industry, or finding a potential mentor, having clear objectives can help guide your interactions. Practice Conversations : Practice your introduction and some common networking questions with a friend or in front of a mirror. This will help you feel more comfortable starting conversations and reduce your anxiety about speaking. 3. Engage Actively in Networking Situations Networking is about building genuine relationships, not just collecting business cards. Here’s how to engage effectively: Listen More Than You Speak : Active listening is a powerful networking skill. Pay close attention to what others are saying, ask follow-up questions, and show genuine interest in their experiences and perspectives. This not only builds rapport, but also allows you to learn from others. Be Authentic and Honest : Be yourself and let your personality shine through! If you feel comfortable, be open about your stutter. This transparency can break down barriers and help you to connect with others on a more personal level. Many people will appreciate your honesty, and may even find it inspiring. Find Common Ground : Look for shared interests, experiences, or goals that can serve as a foundation for meaningful connection. Whether it’s a passion for a particular field, a common challenge, or a mutual contact, finding common ground can make your conversations more engaging and memorable. 4. Follow Up and Maintain Relationships Networking doesn’t end when the event does. Building a strong network requires ongoing effort and nurturing of relationships. Send a Thoughtful Follow-Up : After meeting someone new, send a follow-up email or message to thank them for their time and express your interest in staying in touch. Reference something specific from your conversation to show that you were genuinely engaged. Stay Connected : Keep in touch with your network by sharing articles, insights, or opportunities that might be of interest to them. Regular, thoughtful communication helps maintain and strengthen your professional relationships over time. Offer Value : Networking is a two-way street. Look for opportunities to help others in your network, whether it’s providing a referral, offering advice, or connecting them with someone who might be beneficial to their career. 5. Leverage Online Networking Platforms Online platforms can be powerful tools for expanding your professional network, especially for people who stutter. Optimize Your LinkedIn Profile : Ensure your LinkedIn profile is up-to-date and reflects your professional brand. Use your headline and summary to highlight your unique strengths and experiences. Join relevant groups and participate in discussions to increase your visibility and connect with like-minded professionals. Engage on Social Media : Use platforms like X (Twitter), Instagram, or industry-specific forums to engage with professionals in your field. Share insights, comment on posts, and join conversations to build your online presence and network. Attend Virtual Events : Many conferences and networking events are now held online, providing more accessible opportunities to connect with professionals worldwide. Take advantage of these virtual events to expand your network without the pressure of face-to-face interactions. 6. Overcome Networking Challenges Networking can be challenging, especially if you are self-conscious about your stutter. Here are some strategies to overcome common networking challenges: Focus on Quality, Not Quantity : It’s more important to build a few meaningful connections than to meet a large number of people. Focus on having in-depth conversations with a few individuals rather than trying to speak with everyone in the room. Practice Self-Compassion : Remember that everyone has their own insecurities and challenges. Be kind to yourself and recognize that networking is a skill that takes time to develop. Don’t be too hard on yourself if some interactions don’t go as planned. Seek Out Supportive Environments : Look for networking opportunities within organizations that understand and support people who stutter. Groups like the National Stuttering Association often host events and provide resources that can help you feel more comfortable and supported while networking. 7. Building Confidence Over Time Networking gets easier with practice and experience. Here’s how to build confidence as you expand your professional network: Start Small : Begin by networking in low-pressure environments, such as with friends of friends or at small, informal gatherings. As you become more comfortable, gradually expand to larger events. Reflect on Your Successes : After each networking experience, reflect on what went well and what you learned. Celebrate your successes, no matter how small, and use them as motivation to continue building your network. Stay Persistent and Open-Minded : Networking is a long-term process, and building a strong professional network takes time. Stay persistent, keep an open mind, and be willing to step out of your comfort zone to connect with new people. 8. Join Our Upcoming Events and Workshops Take advantage of networking opportunities specifically designed to support your professional growth. Join our upcoming events and workshops to connect with other professionals, gain valuable insights, and expand your network. Whether you're looking to improve your networking skills or find new career opportunities, our events provide a supportive environment to help you succeed. Learn More About Our Events and Workshops Effective networking is about building genuine, meaningful connections that can help you grow both professionally and personally. By understanding your unique strengths, preparing effectively, engaging authentically, and maintaining your relationships, you can expand your professional network and open doors to new opportunities. Remember, your stutter is just one part of who you are, and with confidence and the right approach, you can build a strong and supportive professional network.

As children who stutter grow older, they may encounter new challenges as they become more aware of their stuttering. As a parent, you play a crucial role in helping your child navigate this potentially difficult time. The National Stuttering Association (NSA) is here to remind you that support is available, and that you and your child are not alone in facing this journey with stuttering. Understanding the Journey By the time children reach school age, they often realize that their stuttering hasn’t simply "gone away" as they might have hoped. For many children, stuttering has been a part of their lives for years, leading to growing awareness and concern about their speech. This realization can bring increased frustration, making it essential for parents, teachers, clinicians, and others in the child’s environment to offer full support. It’s important for children to know that their stuttering may change over time and that things can get better. With the right support, children can gain confidence and become effective communicators, fostering a sense of hope and optimism as they develop coping strategies. The Role of Parents As a parent, your belief in your child's ability to succeed and grow is vital. Accepting that your child stutters is a crucial step toward avoiding the pursuit of "quick fixes" that may offer short-term relief but contribute to long-term concerns. Understanding and patience are key as you navigate treatment options and support your child’s journey with stuttering. To assist you during this transition, the NSA has created a network of parents who have been through similar experiences. Connecting with other parents and participating in NSA’s programming for families and exploring our resources can provide you with valuable insights and support, helping you to better assist your child. Key Facts to Remember Here are some essential points to keep in mind as you support your school-age child who stutters: Stuttering is not your child’s fault. Stuttering is not something your child is doing on purpose or because of something you - or they - did wrong. It’s simply a characteristic of how they produce speech. Changing speech is challenging. Your child may learn strategies in therapy to improve fluency, but using these strategies consistently is difficult. As a parent, trying these strategies yourself can help you appreciate your child’s efforts and understand the challenges they face. Stuttering varies. Your child’s fluency will fluctuate in different situations and on different days. During times of increased stuttering, your child may need more understanding from those around them, rather than pressure to find a quick solution. Help is available. Although there is no cure for stuttering, children can learn to build self confidence and improve their attitudes and communication skills over time. Finding a speech-language pathologist who specializes in stuttering and connecting with other families through the NSA can provide valuable support. Stuttering doesn’t have to hold your child back. With the right support, your child can achieve their goals without letting stuttering hold them back. Today, more than ever, we have the tools and knowledge to help children who stutter live full, confident lives. Moving Forward By keeping these key facts in mind, you can approach your child’s stuttering with greater understanding and acceptance. This attitude will not only help you cope more effectively, but it will also empower your child to develop a healthy, positive outlook on their speech and abilities. The NSA is here to support you and your child on this journey. Together, we can ensure that stuttering does not stand in the way of your child’s happiness and success.

By Michele Murphy My now 17-year old son, Kevin, started stuttering around the time he began talking at age 3. His older brother, Sean, was around 4-1/2 years of age at the time, and was a model of fluency and advanced articulation skills. So when our pediatrician told us that Kevin’s delayed speech was because his brother spoke for him and he didn’t need to talk, that made sense. And when the pediatrician said that Kevin would grow out of his stuttering, that made sense too. So in those critical years from 3 to 7 years of age, we did nothing but listen to the ill-informed, ill-advised and patently wrong advice of our well-intentioned but stuttering-ignorant pediatrician. Our next big mistake in dealing with Kevin’s stuttering was in taking adequate comfort from the fact that he was seeing various elementary school speech therapists. We naively thought that every school speech therapist would know whatever was needed to effectively deal with speech disorders such as stuttering. The next blunder actually led us towards a path that has been most successful for Kevin. By age 12, it was apparent that Kevin wasn’t going to outgrow stuttering, and the school speech therapy was not helping. So when we heard about an experimental fluency technique using a bio feedback device we jumped at it and brought Kevin for a tryout. I remember my airflow cutting off when the speech pathologist conducting the trial run said that Kevin was one of the few persons that did not experience any greater fluency while using the device. It came as an even greater blow when he stated that Kevin was one of the most severe stutterers he had ever seen. That was one of the lowest points of my life. I was wracked with guilt (I must have somehow caused this awful disorder) and despair (what kind of life would Kevin have ahead of him if he couldn’t even express himself). In closing, the therapist suggested we contact Temple University in Philadelphia, where the speech-language pathology department had significant experience dealing with stuttering. When we took Kevin to Temple for a consultation, it was the first time I really came to terms with the severity of his stuttering. I sat behind a one-way mirror and watched in horror as my son blocked severely on almost every word. The tears that I had been holding back for years came cascading over my eyelashes. There was some good news, however. The speech therapist who interviewed Kevin was really impressed by Kevin’s self esteem and sense of humor in the face of his severe stuttering. They strongly recommended private speech therapy with a speech pathologist experienced in dealing with stutterers. Kevin soon began weekly speech therapy sessions with a well known speech pathologist who specializes in stuttering. Kevin gained a lot of fluency in the therapy sessions, but even more important, he started on the path towards becoming an expert on his own stuttering, and really connected with his therapist on an interpersonal level. Two years later, we moved to Utah. Within months, Kevin had lost what fluency he had gained and was at an all-time high level of disfluency. That’s when I heard a radio advertisement for the National Stuttering Project, the nation’s largest support organization for people who stutter. After a phone call to the NSP’s (now NSA) national office, Kevin and I signed up for the NSP’s Annual Convention in Denver that year. What happened at that first convention is almost impossible to put into words. Suffice it to say that Kevin and I both experienced a turning point in our lives. I was able to shed the guilt that I had somehow caused Kevin’s stuttering, and accept the realization that neither could I “fix” it. I became part of a support group of other parents of children who stutter that has been a lifeline to me ever since. And I started my journey to becoming educated on the subject of stuttering. With more than 400 people who stutter in attendance, Kevin truly came to know and understand that he is not alone in dealing with his stuttering. He also continued his journey of gaining the education necessary to become an expert in his stuttering. Most importantly, Kevin began friendships with renowned speech pathologists, adults who stutter and youth who stutter that are his lifeline. At that first NSP convention, we also met a speech-language pathologist from Utah who specializes in stuttering. Kevin has been in treatment with him for several years and has profited enormously. Kevin also attended the Successful Stuttering Management Program (SSMP), a three-week intensive stuttering program, two summers ago. We also have remained active in the NSP, and in three years Kevin hasn’t missed a single local NSP meeting or national convention. This combination of appropriate speech therapy, participation in the NSP and an intensive speech therapy program such as the SSMP has placed and kept Kevin on the best possible course for dealing effectively with his stuttering. Yes, Kevin still stutters, sometimes even severely, but he has tools that enable him to communicate better and he does not carry the psychological burden that often accompanies stuttering. In short, his pain and mine over his stuttering are gone. In its place is knowledge, understanding, acceptance and a family of NSP members who love and support us. In hindsight, what would I have done differently? I would have educated myself about stuttering as soon as Kevin began to experience it. There are many sources of information, especially on the web, including the NSP and the Stuttering Foundation of America’s web sites. Next, at the age of three, and for as long as necessary, I would have arranged private speech therapy for Kevin from a speech-language pathologist with successful experience in treating children who stutter. If we continued with school speech therapists, I would have worked to get Kevin the same type of appropriate speech therapy through the school system. Finally, I would have had Kevin participate in the NSP at an earlier age. Knowing what I know now, if that had been done, Kevin might truly have “grown out of stuttering” as wrongly predicted by his pediatrician, because of the proven success of early intervention. We do not spend a lot of time regretting that we did not act sooner, however. Kevin is wise, loving and compassionate beyond his years: in part because of his stuttering and not in spite of it. The adversity that he has experienced has helped him to grow in so many beautiful ways. What’s important, for anyone who stutters, is to get the kind of help Kevin got regardless of age. Early intervention is best, but it is never too late! … MICHELE MURPHY IS AN NSA MEMBER AND AN ATTORNEY IN SALT LAKE CITY UTAH. THIS PIECE FIRST APPEARED IN ADVANCE FOR SPEECH LANGUAGE PATHOLOGISTS.

Finding a job can be an inherently stressful experience. From meticulously preparing a resume to selecting the perfect outfit to appear professional, to facing the uncertainty of what questions may be asked in an interview, the process can be daunting. For most job seekers, the anxiety centers around these typical concerns. However, for individuals who stutter, introducing themselves can be the most challenging and determinative part of the process. Stuttering, a speech disorder that disrupts the fluency of sentences, affects approximately 79 million people worldwide, according to the National Stuttering Association (NSA). Larry, a neuroscience student at the University of Southern California, is one of these individuals. Despite his stutter, Larry maintains a positive outlook while searching for employment and offers valuable advice for young adults facing similar challenges. “I’ve encountered biases when applying for jobs,” Larry explains. “It starts with introducing yourself with your name and usually a handshake. I have trouble with my L’s, so it makes me less confident when I stutter on my first name. For some reason, it seems like employers then don’t want to get to know me.” Securing a job depends on various factors, but unfortunately, no regulation can fully shield a person with a speech disorder from the biases they may encounter. Research indicates that individuals who stutter face unique challenges in the workplace. Employers often hold negative perceptions of individuals who stutter, viewing them as less competent, confident, and suitable for employment opportunities. These biases can lead to discriminatory practices in hiring, promotion, and workplace interactions. A study by Melanie Hurst and Eugene Cooper in 1983 found that 85% of employers felt stuttering decreased a person’s employability and opportunities for promotion. Employers, under the Americans with Disabilities Act (ADA), can hire someone who can perform “the fundamental job duties that you must be able to perform on your own or with the help of a reasonable accommodation,” but, “an employer cannot refuse to hire you because your disability prevents you from performing duties that are not essential to the job.” Larry has been in the restaurant industry for several years and has grown close to his current bosses. However, he acknowledges the necessity of being assertive about his stutter. “The best thing to do, in my opinion, is tell them I have a stutter outright when introducing yourself,” he advises. “They should know that my stutter doesn’t affect my thinking, my work, or anything cognitive. When meeting a potential employer, reactions to my stutter have generally been positive, but sometimes they overcompensate, making my stutter seem like more than just a speech disorder. I set boundaries.” The overcompensation is usually finishing a person’s sentence, and this is something that is angering for someone with a stutter. While job searching on platforms like Indeed or LinkedIn, the ADA regulations ensure that job postings do not disqualify a person due to a disability. However, stigmas surrounding speech disorders persist. Larry expressed frustration with articles like one that is titled “Best Jobs for Someone Living with a Speech Impediment.” Larry viewed this article as discouraging rather than helpful. “Articles like this box people in,” he says. “It’s like saying these are the best jobs for you, ignoring the individual interests of the job seeker. Having a stutter has nothing to do with brain capacity; people with stutters can do whatever they want.” Pamela Mertz, who initiated an employment advocacy program through the NSA, shares Larry’s sentiments. She is passionate about educating employers about stuttering. “Stuttering is covered under the ADA, which came into effect in 1990, and the revised ADA in 2010 expanded its coverage to include any disability that impairs major life activities,” she explains. Despite these legal protections, stigmas, and lack of awareness among employers lead to inconsistent enforcement and unintentional discrimination. Research by Marshall Rice and Robert Kroll in 1994 highlighted the impact of stuttering in the workplace. According to their study, 67.6% of 410 working individuals felt their capabilities were misjudged by their supervisors due to their stutter. This form of linguistic discrimination remains a significant barrier. Pamela was inspired to create her initiative based on her experiences with employers. WeStutter@Work is a place for educating and helping people with stutters gain confidence in job interviews. The program includes education on speech disorders, interview strategies, and workplace accommodations. The act of hiding one stutter is called “covert stuttering,” Pamela describes, and it is, “out of fear of being misunderstood.” The program provides a better sense of self confidence when speaking to an employer, or really, anyone they encounter. She proudly states, “The best way forward with job interviews and employment success is through outreach and education, which is what we strive to do with our employment advocacy programs.” A common question Pamela receives is, “How do I tell an employer that I stutter?” She suggests a straightforward approach: “I stutter, and I just want you to know that I’m okay with that; I hope you are too.” This positive framing helps set a constructive tone for the interview. Pamela’s advocacy and positive attitude inspire others with stutters to approach job searching with confidence, fostering a more inclusive and understanding workplace environment. For Pamela, stuttering is not an impediment. “I don’t feel like my stuttering impedes me,” she says. Her attitude and work serve as a beacon for others, demonstrating that stuttering need not limit one’s professional aspirations or success. The impact of stuttering on employment is well-documented. A comprehensive study published in the  Journal of Fluency Disorders,  which is a scholarly collection of research articles, found that individuals who stutter often experience lower employment rates and lower incomes compared to their fluent peers. This disparity is attributed to the persistent stereotypes and misconceptions about stuttering. Employers may incorrectly assume that a stutter reflects nervousness, lack of competence, or poor communication skills, none of which are true. Moreover, the lack of awareness about stuttering extends beyond the hiring process. Pamela describes how boundaries are a very important element to respect and this goes for everyone and not just someone with a stutter. “If it takes a person a minute for them to get their name out, that can be so awkward, but with respect and patience and kindness, I believe that if you’re shaking somebody’s hand upon meeting them for the first time you hold their hand as long as it takes,” exclaimed Pamela. Once employed, individuals who stutter may face ongoing challenges in the workplace. These can include being overlooked for promotions, receiving fewer opportunities for professional development, and experiencing social isolation. Public perception and media representation of stuttering also play a crucial role in shaping attitudes. Historically, stuttering has been portrayed in a negative light in films and television, reinforcing harmful stereotypes. However, recent efforts by organizations like the NSA aim to change this narrative. Educational initiatives targeting both the public and specific professional sectors, such as education and healthcare, are vital. Teachers, for instance, play a critical role in shaping the attitudes of young people. Educating teachers about stuttering can foster a more supportive and inclusive environment for students who stutter, potentially reducing the long-term impact of negative experiences. While legal frameworks like the ADA provide necessary protections for individuals who stutter, much work remains to be done to address the deep-rooted stigmas and misconceptions surrounding stuttering. Efforts by advocates like Pamela Mertz and Larry, combined with education and programs, such as WeStutter@Work, are crucial for creating a more inclusive society. A final piece of encouragement Pamela gave for someone job searching if they have a speech disorder is, “I know people who stutter at varying degrees and are doctors, lawyers, teachers...every industry possible.” By increasing awareness and understanding, we can ensure that individuals who stutter have equal opportunities to succeed in their professional and personal lives. Resources Hurst, Melanie & Cooper, Eugene, Employer attitudes toward stuttering,  Journal of Fluency Disorders , 8, 1–12 (1983) National Stuttering Association Rice, Marshall & Kroll, Robert, The Impact of Stuttering at Work: Challenges and Discrimination, Minnesota State University, (1994) Americans with Disabilities Act

Medication for stuttering has always captured the imagination of people who stutter and their families. In the future we are not likely to see a magic fluency pill, but the combination of speech therapy and new pharmaceuticals may reduce the severity of stuttering. Stuttering is classified as a neuropsychiatric disorder, and much has been learned in the past two decades about some of the underlying physiologic differences in the brains of people who stutter. Significant research has indicated that stuttering may be related to an abnormality in the function of the naturally occurring brain chemical, or neurotransmitter, dopamine. Going back forty years, medications that lowered the activity of dopamine in the brain were found to be effective in reducing the severity of stuttering. Unfortunately, many of these older medications had side effects such as movement disorders and sexual dysfunction. Two decades ago a new class of dopamine-blocking medications was developed. These medications are approved by the U.S. Food and Drug Administration for use in other dopamine-based disorders such as bipolar disorder, Tourette’s Disorder and Schizophrenia. Studies, many conducted in the rigorous design of having a placebo control (patients taking fake pills as a comparison) and being double-blind (neither doctor or patient know who’s taking the real pill), found these medications also to be effective in reducing the symptoms of stuttering. These novel second-generation antipsychotic medications are still being modified. The newest versions have fewer side effects than the earlier compounds with less weight gain, sedation and lacking sexual side effects. With the growing evidence, physicians can legally prescribe these medications for stuttering in adults and teens because the compounds are FDA-approved for other conditions. However, no company has so far invested the hundreds of millions of dollars required to gain official FDA approval to market these drugs for specifically for stuttering. The University of California Riverside School of Medicine and the Kirkup Center for the Medical Treatment of Stuttering will soon begin a trial of a compound that has received FDA clearance to begin testing specifically for stuttering. Pagoclone was a compound that was being investigated for FDA approval on stuttering. Unfortunately, the testing occurred at the time of the economic collapse and further funding was not pursued. The compound showed initial promise in the treatment of stuttering with suggestions that higher dosages may be effective in stuttering. This medication did not act on dopamine but rather on GABA, a neurotransmitter that has not been as clearly implicated in stuttering as dopamine. Many of the novel, second-generation antipsychotic medications have approval for use in adolescents suffering from other neuropsychiatric disorders. Pharmacologic treatment of stuttering can be considered in older adolescents and adults when speech therapy has proven to be unsuccessful or being met with significant relapse. Psychiatrists are the physicians best schooled in the prescription of this class of medication. Although not everyone treated may show a beneficial response, the evidence continues to grow that such treatment may be a viable option for those suffering from stuttering. Many individuals with stuttering also suffer from social anxiety related to their speech and the psychiatrist has many tools at his/her disposal, including psychotherapy and medication, to effectively treat these symptoms. It’s likely that over the years, we eventually will have studies showing that medication combined with speech therapy will prove to be more effective than either treatment alone. At this point, these combined treatments will not be a cure but definitely can be effective in reducing the severity of stuttering. By Gerald A. Maguire, MD, DFAPA, Professor and Chair, Psychiatry and Neuroscience, UC Riverside School of Medicine.  For more information contact UC Riverside School of Medicine and the Kirkup Center via Gerald.maguire@ucr.edu .

Treatment practices for stuttering have varied widely over the years. Some professionals advocated ignoring the stuttering behavior, in the hopes that it would disappear; others centered on dealing with perceived psychological problems, while still others promoted relearning the basic components of speech production. While there is no universally accepted treatment program for stuttering, the majority of clinicians would support the following statements: Early intervention is important and effective. When a physician identifies stuttering in a young child, or is unsure if a disfluent speech pattern is indicative of stuttering or normal nonfluency, referral to a speech-language pathologist for an evaluation is not just appropriate, but vital. The earlier that stuttering behavior can be identified and an effective treatment strategy put into place, the less likely that the child will acquire the negative emotional reactions to stuttering and experience the ensuing complications and exacerbation. While the high recovery rate seen in children may tempt one to advise parents to wait and see if the child outgrows the problem, there is no assurance that the child will outgrow it. For the 20% to 40% of children for whom stuttering continues into grade school and adolescent years, the lost time during the early stages of the development may significantly complicate the treatment picture. For young children, treatment by a speech-language pathologist often includes identification of risk factors, education of the parents, management of possible environmental influences, and adjustment of speech production patterns. These strategies typically have a positive effect on stuttering and can help return the child to a normal fluency pattern. For older children and adolescents, treatment strategies may also incorporate more direct work on speech production and speech management techniques, such as slowing speech rate and simplifying linguistic and speech production patterns. Some professionals may also teach self-monitoring and self-management strategies, as well as acceptance and non-avoidance of stuttering and speaking situations. Similar treatment strategies are used with adults. Treatment strategies for adults may also include pharmaceutical management of some aspects, and the use of assistive electronic feedback devices. From time to time, radically different treatment strategies may appear in the literature or in the media. As with treatment of anything, such strategies should be considered in light of empirical support. Speech-language professionals can often provide suggestions and guidance relative to new treatment approaches. Who should treat stuttering? Speech-language pathologists (SLPs), licensed and certified by the American Speech-Language-Hearing Association (ASHA). Not all SLPs are comfortable with stuttering, so there has been a move toward specialization. Stuttering specialists are speech-language pathologists who have been recognized by the American Board of Fluency and Fluency Disorders (ABFFD) as having achieved advanced training and clinical skill for working with people who stutter and their families. A list of Board-Certified Specialists in Fluency Disorders (BCS-F) can be found at www.stutteringspecialists.org . Your family physician can also play a significant role in the treatment process. This may include monitoring the effect that pharmacological agents used may have on the patient’s stuttering, and sometimes in various management approaches (e.g., pharmaceutical management strategies in older individuals). Physicians also serve as an important counseling resource for parents, and as a referral source for other treatment and management personnel. Note: Original material provided by Larry Molt, PhD, CCC-SLP (Auburn University).

Warm-Up Activities Good News As members introduce themselves, ask them to share some good news from their recent experiences. More Information When introducing themselves, ask members to add an extra bit of information, such as where they first lived when they left home, where they were born, or what their room looked like at ten years old. Introduce Someone Else Each person introduces the person next to them after a few minutes of getting to know each other. Special Name Tags Pass out index cards and have everyone divide them into four parts, each answering a specific question (favorite movie, place, etc.). Members then mingle and share their answers with others. “Can You Top This?” A game where people share their worst stuttering experience. Encourage exaggerated stories, and the person with the most applause wins. Stretching Exercises Lead everyone through some simple stretching exercises to get relaxed and comfortable. Group Singing Try some group singing. This could also be done at the end of the meeting. Relaxation or Visualization Tape Play a relaxation or visualization tape. You can also get ideas from a yoga book. Next Life Have people share who they would most like to be in their next life and why. Group Drawing Provide pens and a large pad for everyone to draw a group picture. Then discuss the experience and dynamics. Favorite Childhood Game Go around the room and have members share their favorite game as a child. The Name Game Start with one person saying their name. The next person says the previous names and adds their own. Continue until the last person names everyone. Handshakes Take two minutes to go around and shake hands with everyone, introducing themselves. Different Names Do the same as above, but have members choose different names for themselves, real or fictional. The Alphabet Game Based on a children’s word game, each person adds a word starting with the next letter of the alphabet, repeating the previous words. Variations on the Alphabet Game Play the above game with different topics like "I went to the zoo and saw..." or "I went to the movies and saw...". Rare Knowledge Everyone shares weird or little-known facts. Allow members to pass if they can't think of anything. Books Self-Therapy for the Stutterer Have members pre-read a selection and discuss how to implement it in daily life. To Say What Is Ours Assign a selection from this book and discuss it at the meeting. A Stutterer’s Story by Fred Murray Have members select a chapter to discuss at a meeting. Dead Languages by David Shields Have members read passages from this book. The Stutterer’s Survival Guide by Nick Tunbridge Discuss selections from this book at meetings. Discussing Stuttering Worst Stuttering Experience Have members share their worst stuttering experience and discuss how they reacted and how they could have reacted differently. Best Moments Members share the moments when they felt best about themselves as people who stutter. Difficult Situations Make a list of the ten most difficult situations for members and discuss strategies for handling them. Easiest Situations Make a list of the situations members find easiest and discuss why this is so. Avoiding Others Who Stutter Discuss why some people who stutter do not like to be around others who stutter. Reverting to Old Behaviors Discuss the dynamics involved in why people often revert to old behaviors after stuttering treatment programs. Parental Advice Discuss the advice that was given to your parents about stuttering, and the advice you wish had been given. Ideal Self Discuss the kind of person you would be if you did not stutter. Difficult Words Have each person make a list of their most difficult words and make up a story using them. Design a Therapy Course Break into small groups and have each group come up with a plan for a three-week stuttering therapy course. Talk to Your Stuttering Break into pairs and have each person pretend the other person is their "stuttering" and talk to it. Advantages of Stuttering Discuss the advantages your stuttering has given you. Reacting to Inappropriate Behavior Discuss the best ways to react to someone who behaves inappropriately, like filling in words or looking away. Advertising Your Stuttering Discuss the best times and ways to advertise your stuttering. Changing One Thing Discuss the question, "If you could change one thing about your stuttering, what would it be?" Repeating Questions In pairs, ask open-ended questions about stuttering or life, with one person repeatedly asking the question and the other responding. Then discuss what you found out. Games Pictionary Get two easels and drawing pads and play with the whole group. Balderdash A game where you make up definitions of obscure words to fool the other players. Trivial Pursuit Play the board game, deciding that questions must be read in a certain way (e.g., using prolongation or voluntary stuttering). Scruples Have the facilitator ask random questions from the game. The Telephone Call Role-play telephone scenarios where one person stutters and the other is rude or impatient. Job Interviews Role-play various job interview scenarios, offering feedback. Coffee Pot A guessing game where members ask yes/no questions substituting "coffee pot" for an activity. Three Words Only In groups of three, members talk using only three words at a time. Small Household Object Put a collection of small household objects in a bag and have members take turns drawing one out. They can either give a talk on its usefulness or make up an outlandish story about it. Table Topics Members "think on their feet" and speak for a minute or so on given topics. Telephone Game Whisper a quote or statement to one person, who then whispers it to the next, and so on. Compare the final message to the original. Three Words Only In groups of three, members talk using only three words at a time. Sharing Picture Party Members bring photos of their family, pets, etc., and share stories. Stuttering Metaphors Come up with various metaphors to describe stuttering. Most Embarrassing Moment Have members share their most embarrassing moments, not related to stuttering. Worst Year or Day Have members describe the worst year or day of their life. Best Year or Day Have members describe the best year or day of their life. Social Events Local Baseball Game Attend a local baseball game as a group, getting your chapter name on the scoreboard. Bowling Organize a bowling night for the chapter. Summer Picnic Plan a summer picnic and involve everyone in making arrangements. Run in a Race Have members who run enter a local race, with the rest of the group supporting and having a potluck picnic afterward. Long Hike Go on a long hike together. Volunteer Work Answer phones for a local PBS radio or TV station or distribute meals for the Salvation Army. Museum Visit Visit a local museum together. Fundraising Event Organize a fundraising event such as a garage or yard sale. Lending Library Develop a lending library for members. Public Speaking Take it From Here An impromptu storytelling exercise where members continue each other's stories. Debate Organize debates on various topics, humorous or serious. Best Excuse of the Week Members explain why their stuttering is bad this week, with a small award for the best excuse. Zany Questions Members pick ridiculous questions from a hat and answer spontaneously. Small Household Object Members take turns drawing an object from a bag and either give a talk on its usefulness or make up an outlandish story about it. Table Topics Members "think on their feet" and speak for a minute or so on given topics. Perform a Scene Perform a scene from a play. News Broadcast Put together a news broadcast and have members take turns being anchorpersons or reporters. John Harrison’s Book Use John Harrison’s book, "How to Conquer Your Fears of Speaking Before People." Each lesson can be taken individually. Oral Reading Meaningful Passage Have members bring a meaningful or humorous passage from a novel, play, or poem to read out loud. Children's Books Read from children's books like Dr. Seuss. Using a Video Camera Record Speeches Videotape members giving speeches and play them back for feedback. Record Meetings Videotape an entire meeting for record-keeping or presentations. Public Service Announcement Create, write, and produce a five-minute public service announcement on the NSA. Video Presentations NSA Conference Video Show selections from an NSA Conference video. Voice in Exile Show the 28-minute film "Voice in Exile" about a 17-year-old who stutters. Joseph Sheehan Films Show Alan Holzman's films "Message to a Stutterer" or "No Words to Say." Films Mask Watch Cher's movie "Mask" about a boy with a congenital disease and discuss. Roxanne Watch Steve Martin's "Roxanne" and discuss how he deals with his "deformity." A Fish Called Wanda Watch and discuss "A Fish Called Wanda." My Left Foot Watch and discuss "My Left Foot." Canadian Documentaries Order and watch the documentaries "Voices to Remember" and "Speaking of Courage." Inspirational Films Watch any inspirational film of your choice and discuss. Guest Speakers Invite guest speakers, such as a local yoga expert or someone involved in stress management, to speak at your meetings. Hobby Presentations Have a member with a particular interest or hobby make a presentation to the group. Local Speech-Language Pathologists Invite one or more local speech-language pathologists to speak. Ask one from the schools to tell you about his or her work. Personal Contracts Pledges Members can pledge to do something between meetings. Meeting Goals Members can set goals to achieve during the meeting, like maintaining eye contact while speaking or stuttering more openly. Presentations Therapy Research Have one member research a particular therapy and report on it to the group. Outside Presentations Put together a panel of members and volunteer to present a program at a local university or community group. Role-Playing The Telephone Call Role-play various telephone call scenarios where one person stutters and the other is rude or impatient. Job Interviews Take turns role-playing different job interview scenarios, offering constructive feedback. These activities are designed to create a supportive, engaging, and fun environment for NSA meetings. By incorporating a mix of warm-ups, games, discussions, role-playing, sharing, social events, public speaking exercises, and multimedia presentations, you can ensure that each meeting is enriching and beneficial for all members. For more information and to find an NSA Chapter near you, visit our Chapter Locator  page.

As an educator, you are an important influence on a child’s journey through their school years. You have a vital yet difficult job. The following are some examples of ideas from other educators that may be helpful when working with children who stutter in your classroom on a daily basis. During everyday classroom discussions, it’s important to allow increased response time and encourage everyone to contribute their ideas. Reading aloud is a situation which may increase anxiety if the child who stutters must wait for his or her turn in the “going around the room” style of turn-taking. To minimize this, you may wish to consider using random styles of turn selection. During group interaction, try to monitor the amount of collaboration that is occurring and, when possible, pair the child who stutters with easy-going, patient partners who allow him or her to contribute equally. When it is time for answering questions, teachers can help by  not  rewarding quick call-out answers. Taking turns, modeling thinking time, and using random selection styles are helpful strategies in this type of situation. Classroom oral presentations may pose problems for children who stutter. It is important to approach these presentations in a matter-of-fact way, and to develop a plan that supports the needs of the child who stutters. Flexibility may be necessary at times, but is important to provide opportunities for the child to be a successful contributor in the classroom. Questions from peers: How do I handle them? The best answers can only come from the child him/herself or from those who know the child best. Speak alone with the child who stutters and ask how he or she would like to handle these situations when they arise. Check out our  Answers for Educators  brochure and other helpful free guides for educators on our  Stuttering Resources page  for more information.

One of the more valuable tools speech-language pathologists teach their clients is the art of self-disclosure. Research indicates people prefer to interact with stutterers who acknowledge their own stuttering. Publicizing one's own stutter has long been a method for increasing comfort levels. For example: “Hi! My name is ____ and I stutter.” Most of my clients find self-disclosure beneficial when speaking in front of a crowd at a formal presentation. The up-front statement takes the pressure off waiting for the first dysfluency and makes public speaking easier. Clients often remark, however, how these sentences come across as “awkward” and “just don’t feel right” in social situations. When asked to describe their experiences using self-disclosure statements in social situations, clients say: “[Publicizing my stutter] helped during a classroom presentation, but I just couldn’t do it anywhere else.” “I don’t know … it felt too awkward. Like I couldn’t find the right way to say ‘I stutter.’” “It’s kind of a weird first impression to make.” “I like using self-disclosure because it shortens the amount of time it takes for listeners to figure out what is going on … but sometimes it is hard to find the right words to fit the situation.” During a session and/or for homework assignments, I ask my clients to explore and invent different self-disclosure statements. I want them to find a natural, easy-to-say version to fit any speaking situation. Generally speaking, if a disclosure statement feels natural, people will more likely use it. Statements can be brief, funny, serious or abrupt. The only rule in developing a self-disclosure statement is to never apologize for stuttering. I discovered a new approach toward self-disclosure in an unlikely place not long ago. Comedian Drew Lynch (a person who stutters who was a runner-up "America's Got Talent finale) created a YouTube series called “Dog Vlog.” In the episode titled “ Why My Stutter is Getting Better, ” he rants about people who continually and excitedly inform him that he’s “getting better.” Amidst his comical anecdotes (and occasional profanities), he explains that his stuttering isn’t changing; rather, his listeners just “get used to it.” So how can Lynch's insightful rant benefit me? Lynch's thoughts on listener acceptance inspired me to put a twist on the typical disclosure statement. Listeners get used to stuttering given some time. Increased exposure to any unexpected occurrence gradually decreases shock value and expands comfort zones. Considering these ideas, I suggest a revised self-disclosure statement to my clients: “I stutter … give it a minute. You'll get used to it.” I think it works brilliantly for social situations—perhaps even formal presentations—to alleviate awkwardness. The statement comes across as casual and not at all stuffy. It takes the pressure and responsibility away from the person who stutters. The sentence also relays the speaker’s comfort with stuttering and assigns the listener an active role in the conversation. The listener’s job involves expanding their comfort zone and getting used to it . My clients who experimented with the statement generally report positive results: “Yeah … I like that,” “It’s a concise way of telling people that I am comfortable with my stuttering and soon they will be too,” and “It does a lot with just a few short words.” Here’s what I learned and how I hope other SLPs can benefit from this different approach to a stuttering disclosure statement: Encourage your clients to personalize their self-disclosure statements to make them comfortable and easy to use. Develop a variety of statements to fit different situations. Role-play self-disclosure statements in sessions, so your client feels more prepared outside of treatment. Consider timing of statements, as well as wording, when practicing self-disclosure. Check in with your client frequently to find out if they become comfortable publicizing their stutter. If they don’t use disclosure statements, find out why and how you can help. Tricia Hedinger, MS, CCC-SLP, is a clinical assistant professor in the Department of Audiology and Speech Pathology at the University of Tennessee Health Science Center in Knoxville. She specializes in fluency disorders and directs a summer camp for children with communication disorders. thedinge@uthsc.edu

Role-playing is a fantastic way for kids who stutter to practice communication skills in a supportive and low-pressure environment. By acting out common social interactions, children can build the confidence they need to handle these situations in real life. Here are ten role-playing scenarios that can help kids develop the skills and self-assurance they need for everyday communication. Scenario 1: Introducing Yourself Objective:  Practice introducing yourself to someone new. Instructions:  Pretend you’re meeting someone for the first time. Say your name, age, and something you enjoy, like, "Hi, my name is Emily. I'm 10 years old, and I love playing soccer." Variations:  Introduce yourself to different "characters" such as a teacher, classmate, or neighbor to practice in various contexts. Scenario 2: Making a Phone Call Objective:  Build confidence in making phone calls. Instructions:  Role-play making a phone call to order a pizza, ask a friend to play, or talk to a relative. Variations:  Change the scenario by pretending to call different people, like a store clerk, doctor’s office, or a friend’s parent. Scenario 3: Asking for Help in a Store Objective:  Practice asking for help in public places. Instructions:  Imagine you’re in a store and need assistance finding an item. Practice saying, "Excuse me, can you help me find the apples?" or "Where is the toy section?" Variations:  Role-play asking for help in different types of stores, like a grocery store, bookstore, or clothing store. Scenario 4: Ordering at a Restaurant Objective:  Gain confidence in ordering food at a restaurant. Instructions:  Pretend you’re at a restaurant and practice ordering your favorite meal, such as, "I’d like a cheeseburger with fries, please." Variations:  Try ordering in different settings, like a fast-food restaurant, café, or formal dining place, using different phrases. Scenario 5: Answering a Question in Class Objective:  Practice responding to questions in a classroom setting. Instructions:  Pretend you’re in class and the teacher asks a question like, "What is 2+2?" Practice giving your answer out loud. Variations:  Role-play answering different types of questions, such as reading, math, or sharing your opinion on a topic. Scenario 6: Talking to a Friend Objective:  Build conversational skills with peers. Instructions:  Role-play a casual conversation with a friend. Practice talking about your favorite activities, sharing a story about your day, or planning after-school activities. Variations:  Switch roles and practice listening while your "friend" talks, to develop both speaking and listening skills. Scenario 7: Participating in a Group Discussion Objective:  Practice speaking in front of a group. Instructions:  Pretend you’re in a group discussion, like a class project or family meeting. Practice sharing your ideas and opinions with the group. Variations:  Increase the difficulty by imagining you’re leading the discussion or answering questions from others in the group. Scenario 8: Responding to Teasing Objective:  Prepare for handling teasing or uncomfortable situations. Instructions:  Role-play how you would respond if someone made a teasing comment about your stutter. Practice saying, "It’s just the way I talk. Everyone talks differently," or "I stutter and I still have a lot to say so I need you to be patient." Variations:  Discuss and role-play different strategies for handling teasing, like walking away, staying calm, or talking to an adult. Scenario 9: Giving Directions Objective:  Practice giving clear directions. Instructions:  Imagine someone asks you for directions, like, "How do I get to the library?" Practice giving clear and simple directions, such as, "Go straight, then turn left at the second street." Variations:  Role-play giving directions in different settings, like at school, in your neighborhood, or at a park. Scenario 10: Sharing a Personal Story Objective:  Build confidence in sharing personal experiences. Instructions:  Practice telling a personal story about something that happened to you, like a fun day at the park or a family vacation. Focus on telling the story in a way that feels comfortable for you. Variations:  Change the story topic to different experiences, like your favorite birthday, a challenging day at school, or something you’re proud of. Empowering Kids Through Role-Playing These role-playing scenarios offer a safe and supportive way for kids who stutter to practice and improve their communication skills. Regular practice can help them navigate real-life interactions with greater confidence and ease, preparing them to face social situations head-on. Encourage your child to try these scenarios with family members, friends, or their speech-language pathologist to build their skills and self-assurance in everyday conversations.

The National Stuttering Association® (NSA®) is committed to providing support and educational resources about stuttering to pediatricians and family physicians. These medical professionals are in a unique position to provide accurate information to parents of children who stutter, as they are often the first professionals that parents turn to when they notice disfluencies in their child’s speech. With the correct information and a basic understanding of childhood stuttering, pediatricians and family physicians can assist parents in making the appropriate choices related to pursuing a speech evaluation with a qualified speech-language pathologist. Recent studies indicate that early intervention through speech therapy may increase the likelihood of a child developing normal fluency. Therefore, it is critical that pediatricians and family physicians have the most current and accurate information available about stuttering in young children. Early intervention can have a profoundly positive impact on a child who stutters as it relates to their fluency and overall self-image as a person who stutters. We encourage parents and pediatricians to read our free brochures: Childhood Stuttering: Pediatricians and Family Physicians and Medical Professionals as Allies.

Stuttering affects the speech of one out of every 100 adults, making it likely that military personnel will encounter individuals who stutter, whether among new recruits or within the existing workforce. People who stutter possess valuable skills and talents that can greatly contribute to the military. Unfortunately, these abilities are sometimes overlooked due to misconceptions and negative stereotypes surrounding stuttering. Judging an individual solely based on their fluency is not only unfair but also a potential loss of talent for the military. Breaking Down Barriers in the Military In the military, differences are often perceived as weaknesses, and this perception can discourage personnel who stutter from seeking advice or support. The National Stuttering Association’s® Military Stuttering Network (MSN) is committed to raising awareness and educating military health specialists and command staff across all branches of the US armed forces. Our goal is to shift the perception of stuttering, ensuring that it is not viewed negatively within the military. Support and Resources for Military Personnel We understand the unique challenges that military personnel who stutter may face. To support these individuals, we offer Military Support and Adult Local Chapters specifically designed for active and former military personnel. These support groups provide a safe and understanding environment to explore the challenges of stuttering in the military. Additionally, we encourage you to explore our free resource, the Stuttering and the Military  brochure (PDF) , which offers valuable insights and guidance. You can also join the conversation in our closed, moderated NSA Military Support Facebook group , where you’ll find a community of peers who share similar experiences. No Limits: Stuttering in the Military Are you currently serving in the military or considering enlisting? Do you worry that your stuttering might affect your ability to serve? Hear directly from active duty and former military personnel who have successfully navigated their military careers despite stuttering. Their stories demonstrate that there doesn’t have to be a limit to what you can achieve, regardless of your stutter. The military is a place where diverse skills and perspectives are crucial to success. By recognizing and embracing the potential of those who stutter, the military can benefit from their unique contributions, ensuring that no talent is overlooked or underutilized. Together, we can create a more inclusive and supportive environment for all military personnel, regardless of whether they stutter.