Only Once - Use the example of a train. The first train has different cars. The second train's cars are all the same. This shows that the train can run smoothly with only one type of each car. The same is true in speech.
Repetitions are unnecessary.
After the rules are explained and understood the stutter engages in a self-monitoring program. The teacher or clinician breaks fluency rules to allow the child to identify them. The child is tape-recorded and listens to himself, to determine the rules he has broken. Then the child is asked to identify when broken fluency rules or stuttering occur in conversational speech. The final phase if the carry-over to the classroom and home.