SLP here. Thanks for reaching out to learn more about how to help your daughter. I don't stutter and I know you were asking the people here who do stutter, but I still feel like I have (hopefully) helpful information for you. Out of the research I have read and the courses I have taken, I don't think that stuttering back to your daughter when she stutters would be effective for her; it would just be serving as a way to let her know that she stuttered and increase her awareness of it (which, depending on the person stuttering, may or may not be very helpful for her). When she goes back and repeats what she said, it is no surprise it is more fluent; people that stutter often experience increase fluency if they start an utterance over. This is not necessarily therapeutic, however, as she can't be expected to repeat herself throughout her life whenever she stutters. As she learns what speech sounds, situations, etc. are likely to increase her stuttering, she can learn when it is more important to use any fluency shaping techniques that she may have learned from her speech therapists over the years. Reminding her to use her speech tools is great, but pointing out the times that you notice she was more fluent and asking her if she did anything different than usual (and praising her for using her tools successfully!) would be more effective. The best thing that you as a parent can do for her is just wait her stutter out when she does it; let her know you have time to wait for her to get her message across and that there is not hurry. I tell parents of students I work with to not even say anything about their child's stutter; after this, they are amazed at how much their child's fluency improves when talking to them. She may be thinking about modifying her speech all day in order to avoid stuttering; let home be a place she can relax more. It is of the utmost importance to decrease the tension that might occur in any speaking situation; increased tension in a situation increases tension in the speech mechanism (from the diaphragm, through the vocal folds and past her tongue, teeth and lips), which will increase stuttering (which is why things like talking on the phone, ordering at drive-throughs, public speaking, talking on a date, etc. can be nightmares for people with stutters). Focusing on finding situations where she is more or less tense can help her identify when she is likely to be more or less fluent. Case in point, it sounds like she is very comfortable making videos with her toys and role playing with them; she is more fluent then, yes? I am assuming she is changing her voice when making these recordings? This would also increase fluency; many people who stutter don't stutter (at least not nearly as much) when they adopt an accent, use a different tone of voice, when they sing, etc. It sounds like she is also alone when making these videos? Also going to increase fluency as she is by herself; no tension there! One fluency shaping technique I always teach to my students (the most successful one for the students I have worked with) is an "easy onset", when the first syllable of an utterance is elongated slightly with an emphasis on decreasing tension in the jaw, neck and shoulders. This has helped the students I have worked with tremendously. The hardest part of using tools like this is generalizing them to all situations and making it a more natural part of how a student speaks. It may take a while for your daughter as well, keep letting her know you have time to listen and help her see when she has an easier time speaking! By the way, it can be great that she says her stutter doesn't bother her. Assuming it truly doesn't (I saw that she orders for herself at restaurants and doesn't shy away from talking to people, great!), then that's good. She is already less likely to be tense in speaking situations, which will make it more likely she will be fluent in a given situation. Bolstering her confidence in a given situation can help her immensely. Please let me know if I can help in any other way. I'm assuming she gets speech through her school? If not, she probably could, just get in contact with the SLP there.