Teach her to be OK with blocks (I say blocks, because I consider repetitions a response to anticipated blocks.. sort of like a negative coping mechanism). We don't want to block because we perceive blocking as an obstacle to communication or as a detrimental behavior or not good enough or as a sort of speech error or imperfection or whatever. Such anticipation can then increase stutter pressure or fluency pressure making it even harder to get past a block. If on the other hand, we had **less perfectionistic expectations**, and if we **believed that blocking is OK** - and that it even fulfils some **useful purposes**, the anticipation of a block would no longer constutute an anticipation of punishment. It would just be a neutral anticipation. Consequently, it would not lead to a phasic drop in dopamine, or to a rise in the release threshold (for overt speech execution) and so it would not lead to the block that was anticipated. This would constitute a new (and very valuable) learning experience that would lead to fewer anticipations of blocks in the future and that would reinforce the underlying belief that it is OK to block.