About the Author: My name is Faith Leung. I am a registered SLP, a specialist in stuttering treatment in the Chinese language. Currently, I serve as the Vice President of Professional Clinical Education at the Taiwan Stuttering Association. With over a decade of experience, I find myself especially passionate in stuttering treatment. Over 90% of my caseload are people who stutter, including adults and children. What I find most rewarding in my work is the unique alliance I form with my clients, journeying together to explore their stuttering. It brings immense satisfaction to witness people realizing that they have magnificent wings and they can fly up high. This makes me feel I have the power to set people free. I am wholeheartedly committed to continuing my service for this remarkable community.

What is stuttering? In 2022, the World Health Organization (WHO) presented the eleventh edition of the International Statistical Classification of Diseases (ICD-11), in which stuttering is classified as a developmental speech fluency disorder. Stuttering is characterized by interruptions in speech flow due to involuntary repetitions, blockages, and prolongations of sounds, syllables, words or phrases. People who stutter often describe their experience as “knowing exactly what I want to say, but couldn’t say it.” Some individuals may also exhibit secondary behaviors such as facial grimacing, eye blinking, involuntary head or other movements. 

Many studies have pointed out that the neural network of people who stutter is more sensitive and vulnerable than those who do not stutter. It was found that developmental factors, environmental factors and learning factors determine the onset and development of stuttering. (Packman, 2012). Research indicates that stuttering typically emerges between the ages of 2 to 5 years old (Yairi & Ambrose, 2013). Approximately 5% of children in the population experience stuttering. Spontaneous recovery occurs in 70-80% in these cases. The prevalence of stuttering in the adult population is about 1%. 

People who stutter may accumulate frustrating experiences in their life. These experiences bring them negative feelings and emotions. As a result, the social bonding, communications, participation in work and life can be hindered. Dr. Sheehan (1970) introduced the iceberg theory of stuttering – The overt aspect of stuttering is just the tip of the iceberg. Beneath the water, negative feelings, such as anxiety, fear, shame, frustration, constitute a bigger part of the problem. Consequently, an integrated approach combining fluency and psychosocial interventions yields more favorable treatment outcomes.  

For speech therapy, people who stutter can practice fluency shaping techniques to enhance speech fluency. Also, stuttering modification reduces the severity of stuttering and negative emotions resulting from stuttering. It helps us stutter in an easier way. In psychological intervention, systematic desensitization is helpful for reducing social anxiety. Moreover, cognitive behavior therapy is widely used for cognitive restructuring by modifying unhelpful thoughts. Both approaches target stress reduction during social interactions, enabling more relaxed communication. Meanwhile, mindfulness training is effective attentional training. It helps people who stutter be fully present, thereby minimizing anxiety stemming from past experiences or future concerns. They would be more focused on what they are doing at the present moment. 

In conjunction with speech strategies and psychological methods, self-exposure and participation in stuttering support groups contribute to overall treatment efficacy. There are numerous ways to tell people about our stuttering. One of my favorite self-announcements comes from my client, Jen H, a doctoral graduate working in a U.S. company, positioning herself in a public event:

“Hi, thanks for having me today. It’s my pleasure to be here. Before we start, I’d like to tell you something about myself. This is not about my title, education, or career, and it’s personal. In the event today, you might notice that, while speaking, I may sometimes repeat words, pause at an odd timing, or overly use filler words. This is how I speak. Some call it stuttering. About 1 in 100 are stutters, and I am one of them. 

I have stuttered since I was a kid. Since then, I have grown with it and it is still a part of me thirty years later. Think of it like sports – some people run fast and lift heavy weights. Some people don’t. In terms of speaking, even with training and practice, I speak slowly and strenuously. People ask me if it’s because English is my second language. Yes and no. There are certain sounds that are difficult for me to make. I have fewer words to switch while speaking English, but I also stutter in Chinese. 

I can’t change the way I speak, but we could change how we listen and participate. In today’s event, I hope for a fruitful discussion where the focus is on what is said, not how it is said. If I stumble a word at any time, please feel free to jump in and finish it for me. I won’t be offended at all and would greatly appreciate your help. Thank you.”

Jen embraces the difference in her way of speaking. She is brave and openly talks about something that was once “unspeakable”. She is now working on an introduction about her stuttering for her parents. This would be a more intimate and emotional piece. Jen understands the importance of tailoring self-exposure to different audiences.  Can’t agree more! There are so many different treatment approaches and ways of self-advertisement. One size does NOT fit all! Flexibility and individualization are of utmost importance in successful stuttering treatment. 

Reference:

Packman, A. (2012). Theory and therapy in stuttering: A complex relationship. Journal of fluency disorders, 37(4), 225-233.

Sheehan, J. G. (1970). Stuttering: Research and therapy.

Yairi, E., & Ambrose, N. (2013). Epidemiology of stuttering: 21st century advances. Journal of fluency disorders, 38(2), 66-87.