>*"I don’t get the walking fluency example"* Thank you! To explain the walking fluency example, if we block/stutter we are stopping the movement of our speech structures (or articulatory/respiratory muscles). However, if we are walking, we don't halt the movement of our legs because there is nothing wrong with the legs, in the same way there is nothing wrong with our speech muscles, at least physically. PWS don't stutter when doing voiceless mouthing or distracting themselves in order to not pay attention to stuttering. So, the physical speech apparatus works correctly as well as the neurologically wired pathways work as well. (note, there are pathways towards stuttering and fluency.) This means that the feedforward system works fine, the issue, however, arises when **sensory experiences** and sensory information enters the feedback loop. Another proof we can find in children with other speech disorders. Stuttering is rare in children with speech motor impairments that are plain and obvious for everyone to see, such as children with dysarthria due to cerebral palsy or children with anatomical abnormalities like cleft lips and palates that prevent them articulating their words accurately. When such children try to speak, because everybody can plainly see that they have a physical impairment, listeners adjust their expectations accordingly. Similarly, when the child himself knows that he has a physical disability that limits his capacity for speech, he too is likely to accept that it is OK that his performance is less precise than that of children who do not have any impairment. Conclusion: The **sensory experience** disrupts us to decide/instruct a fluency speech plan, and we start to instruct a stutter speech plan. Because of anticipation of communication difficulty or possible failure - caused by negative experiences \[impairment preventing us from attaining a high quality of speech production\] like A) the listener is not cooperative or not paying attention to what the speaker says, B) the speaker is unable to clearly pronounce words (when having a sore throat or blocked nose), C) or the speaker is unaware of the reason for his failure to make himself understood, D) or high expectation of how perfectly we should speak. This then results in a speech block