Both stuttering and cluttering both have a genetic component. About 1/3 of those who stutter will also clutter which can prove even more difficult to overcome with Speech therapy. A consequence of cluttering is individuals may not be willing to attempt to repair breakdowns in communication which may result in less effective social integration and interactions that can lead to a sense of isolation, anxiety, and depression. Differences between disorders and developmental dysfluency There are several warning signs of speech delays that are not considered developmentally normal. Babies that don't "coo" or babble Babies that don't respond to noise or speech around them Their first words have not been spoken by 15 months They have a 50-word vocabulary, or less, by two years old Others struggle to understand what the child is saying at 3 years or older Other adults should be able to understand at least 75% of what child says. Struggles to follow simple instructions at 2 years old and beyond Has speech sound error after five years old "t", "d" and "n" should be pronounced correctly by age 3 Experts recommend an initial evaluation by a pediatrician, who might also recommend an evaluation by a speech-language pathologist. Indications for referral to a speech language pathologist Indications include: Doubt as to the nature of the child's speech changes Exhibit of reactions of avoidance or escape (pauses, interjections, eye blinks and head nods) Three or more stuttering dysfluencies (e.g. b-but, a-and, thi-this) per 100 syllables uttered. Children may feel a demand to start speaking at a higher level and can have difficulties with speech that exhibits the following patterns: Fast-paced speech rate with few pauses The use of several questions in a sentence Interruption Lack of learning time If their teacher/parent does not listen to them When those around a child speak too quickly or input several questions within one sentence, the child must engage several cortices as well as comprehension skills in order to verbally respond to the person they are talking to. If the child lacks learning time as they develop, they will be unable to process harder words and hit a stalling point in sentence comprehension. Normal children may be dysfluent at any time butter likely to increase their dysfluencies when they are tired, excited, upset or being rushed to speak. The dysfluencies may appear in a cycle meaning that they may increase in frequency for