Stuttering is generally described as a disruption in the fluency of speech. Toby has experience working with preschoolers and school age children who stutter. Dysfluent speech can be described as speech that contains sound, word or phrase repetition, sound or syllable prolongation, or silent blocks, or disruptions in the flow of the speech. Early identification and intervention is key, so the stutter does not worsen; struggle behavior may be a sign of an increase of severity, i.e. facial grimace, foot tapping, or avoidance of verbal communication.