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Case Study: A 9 year old child with Stuttering


This case study focuses on a vibrant and intelligent nine-year-old student enrolled in the fourth grade. Known for his exuberant personality, infectious cheerfulness, and remarkable intellect, the child exhibits a keen interest in world trivia, showcasing an exceptional level of knowledge in this domain.

Patient Info:

Name: Master H

Age: 9 years old

Gender: Male

Diagnosis: Stuttering

Reason for Referral:

 The child’s mother reached out for an online consultation regarding his speech impediment, specifically stuttering. 

He has been experiencing intermittent stuttering for several years. Despite previous therapy sessions where no dysfluencies were observed, the recurrence of stuttering necessitates a reevaluation of intervention strategies to address the child's evolving speech concerns.


Speech-language pathologist, Counsellor and Parent.


  • An informal assessment was done. 

  • His oral motor mechanism is adequate. 

  • H encounters difficulties with sounds such as 'p,' 'n,' 'h,' and 's,' while also exhibiting restricted verbal responses, often resorting to phrases like "I don't know" or "I forgot." 

  • He has a fast rate of speech. He also has a tendency to avoid conversations and provide limited, one to two-word utterances.

  • These challenges have implications for the student's academic participation, social interactions, and overall communication abilities.


The following were the goals to improve H’s speech:


  • To improve his speech fluency through various fluency enhancing techniques.

  • To increase his verbal output.


He started with sessions thrice a week and then reduced to once a week.

He has had 21 individual sessions and 3 group therapy sessions.


  1. Fluency shaping techniques like Passive Airflow Technique, Light Articulatory Contacts and Gentle Initiation Technique.

  2. Conversations and topic discussions to increase verbal output.

  3. Group sessions to build his confidence.


  • Following the therapy sessions, H demonstrated significant improvement in speech fluency.

  • He successfully employed fluency-enhancing techniques, achieving approximately 90-95% fluent speech. Moreover, he exhibited improved control over speech rate, requiring only occasional reminders. Instances of speech repetitions, particularly during moments of excitement, were notably reduced.

  • H has reported a significant increase in confidence regarding his speech following the completion of therapy sessions.

  • He now expresses satisfaction with his ability to communicate effectively both at school and with his friends. This newfound confidence indicates a positive shift in his perception of his speech abilities, suggesting that the therapy intervention has successfully addressed his speech fluency challenges.

  • His ability to speak well in various social settings, including school and interactions with friends, highlights the practical impact of the therapy on his daily life.

  • His improved communication skills not only facilitate smoother interactions but also contribute to a greater sense of self-assurance and social integration.



  • Continue with online speech therapy sessions to further enhance speech fluency and prevent regression.

  • Moving forward, Hrikin will continue to benefit from ongoing support and reinforcement of the learned techniques to maintain his progress and further enhance his communication skills.

  • Regular check-ins will be conducted to monitor his continued success and address any emerging needs or challenges.

  • Overall, Hrikin’s journey exemplifies the transformative power of targeted intervention in overcoming speech fluency obstacles and fostering confidence in communication.,Runyan%20%26%20Runyan%2C%202007).

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