Stuttering in Toddlers: Normal Disfluency vs. Cause for Concern

Your toddler who was just starting to talk in sentences suddenly starts repeating words, getting stuck, and struggling to get sentences out. It's alarming to hear—but for many children, this is a completely normal phase of development. Here's how to tell the difference between typical disfluency and stuttering that needs attention.

What's "Normal Disfluency"?

Between ages 2-5, many children go through periods of disfluent speech. This is often called "developmental disfluency" and is a normal part of language development. ASHA

Why it happens:

• Language skills are developing faster than speech motor skills
• Children have lots to say but limited ability to say it
• Thinking moves faster than talking
• Vocabulary and sentence complexity are exploding
• Normal part of brain development

What it looks like:

• Repeating whole words: "I-I-I want that"
• Repeating phrases: "Can we-can we-can we go?"
• Using filler words: "um," "uh," "like"
• Revising sentences: "I want—I need—can I have juice?"
• Pausing to think of words
• Occurs occasionally, comes and goes

Typical timeline:

• Usually appears between 2-5 years
• Often peaks around 2.5-3 years
• Typically resolves within 6 months
• Most children outgrow it completely

Signs of Typical Developmental Disfluency

These patterns suggest normal development: AAP

The speech:

• Whole word or phrase repetitions (not part-word)
• Easy, relaxed repetitions (not tense)
• Child doesn't seem bothered
• Comes and goes (some days fine, some days more disfluent)
• Happens when excited, tired, or trying to say something complex

The child:

• Keeps talking without frustration
• Doesn't show awareness of the disfluency
• No physical tension in face or body
• Makes eye contact while speaking
• Doesn't avoid speaking situations

Signs of Stuttering That May Need Attention

Some patterns are more concerning: ASHA

The speech:

• Part-word repetitions: "b-b-b-ball" (repeating sounds)
• Sound prolongations: "ssssssnake" (stretching sounds)
• Blocks: silent pauses where child is stuck (mouth open, no sound)
• More than 10 disfluencies per 100 words
• Disfluencies happen frequently (most sentences affected)
• Getting worse over time, not better

Physical signs:

• Tension in face, jaw, or neck
• Eye blinking or facial grimaces
• Head jerks or body movements while speaking
• Voice rising in pitch during stuck moments
• Effortful speech

Emotional signs:

• Frustration when speaking
• Awareness of difficulty ("I can't say it")
• Avoiding speaking or certain words
• Starting sentences and giving up
• Anxiety about talking

History:

• Family history of stuttering
• Stuttering for more than 6-12 months
• Started suddenly after age 3.5
• Not improving or getting worse

Risk Factors for Persistent Stuttering

Some factors increase the likelihood that stuttering will persist: ASHA

Higher risk:

• Family history of stuttering
• Boy (boys are 2-4 times more likely to stutter long-term)
• Started after age 3.5
• Other speech or language delays
• Stuttering has lasted 6+ months
• Stuttering is getting worse, not better

Lower risk:

• No family history
• Girl
• Started before age 3
• No other speech/language concerns
• Improving over time

What to Do: Helping at Home

Whether typical or concerning, these strategies help: AAP

### How to Talk with Your Child

Do:

• Slow down your own speech (model unhurried talking)
• Pause before responding (reduces conversational pressure)
• Use shorter, simpler sentences
• Give your child time to finish without interrupting
• Maintain natural eye contact
• Keep your face relaxed and patient
• Show you're listening with nods and attention

Don't:

• Finish their sentences
• Tell them to slow down or think before talking
• Show impatience or look away
• Ask them to start over
• React negatively to disfluencies
• Put them on the spot to perform speech

### Create a Calm Communication Environment

• One person talks at a time
• Reduce background noise during conversations
• Have one-on-one time daily
• Don't rush through conversations
• Let child initiate topics
• Avoid firing questions

### Reduce Pressure

• Don't ask child to "perform" speech for others
• Avoid discussing the stuttering in front of child
• Reduce life stressors when possible
• Keep routines predictable
• Ensure adequate sleep

When to Seek Professional Help

Get an evaluation from a speech-language pathologist if: ASHA

Red flags:

• Part-word repetitions (sound/syllable)
• Sound prolongations or blocks
• Physical tension or struggle behaviors
• Child shows frustration or awareness
• Family history of stuttering
• Stuttering has lasted 6+ months
• Stuttering is getting worse
• Child is avoiding speaking
• You're concerned (trust your instincts)

What an evaluation involves:

• Speech-language pathologist listens to child speak
• Assessment of type and frequency of disfluencies
• Observation of tension or struggle
• Family history review
• Parent interview about child's communication

Possible outcomes:

• Monitoring (watch and wait with guidance)
• Indirect therapy (parent training, environment modification)
• Direct therapy (working directly with child)
• No intervention needed

Should You Wait and See?

This is debated, but here's the current thinking: ASHA

Arguments for early evaluation:

• Early intervention is very effective for stuttering
• Waiting can allow negative attitudes to develop
• Parent education helps even if treatment isn't needed
• No harm in evaluation

The "6-month rule" is outdated:

• Previously, parents were told to wait 6-12 months
• Current best practice: if concerned, refer
• Better to evaluate and find nothing than wait too long

Bottom line:
If you're worried, get an evaluation. You won't cause harm, and you might help.

Therapy for Stuttering: What to Expect

If therapy is recommended: ASHA

For young children:

• Often involves parent training primarily
• Learning strategies to create fluency-friendly environment
• May involve some direct work with child
• Play-based and child-led
• Usually short-term (months, not years)

Goals:

• Prevent development of negative attitudes about speaking
• Reduce severity and frequency of stuttering
• Build confident communication
• Not necessarily eliminating all disfluency

Success rates:

• About 75-80% of young children who stutter will recover
• Early intervention improves outcomes
• Even when stuttering persists, therapy helps

Common Questions

"Did I cause my child's stuttering?"
No. Stuttering is neurological in origin. It's not caused by parenting, trauma, or anxiety. Your child's brain is developing differently in how it coordinates speech. ASHA

"Will my child be bullied?"
This is a real concern. Early intervention can help children develop confidence and coping strategies before school age, when peer awareness increases.

"Should I ignore it completely?"
Not exactly. You should avoid reacting negatively, but you can acknowledge kindly if your child seems frustrated: "Sometimes words are tricky. I'm listening." Then move on.

"My child stutters more with me than others."
This is common. Children often feel safest showing disfluency with parents. It's actually a sign of security.

The Bottom Line

Many toddlers go through periods of disfluent speech—it's often normal language development. But some stuttering is a sign that early intervention could help.

Watch for physical tension, sound/syllable repetitions, blocks, and child frustration. If you're concerned, don't wait—early evaluation leads to better outcomes, and there's no downside to checking.

Clara is here if you want to talk through what you're hearing or decide whether to seek an evaluation.