Podcast
Questions and Answers
What is the primary focus of the Lidcombe Approach in therapy?
What is one of the key responsibilities of parents in the Lidcombe Programme?
What should therapists consider when deciding how to work with a child who stutters?
What kind of condition does the Lidcombe Programme utilize as part of its therapeutic approach?
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How often should parents take severity ratings during the Lidcombe Programme?
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What factors determine the type of therapy for stuttering?
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What role does the client play in the therapy process?
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Which of the following is a key focus in managing stuttering for children?
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How are the needs of the client addressed during treatment?
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What is one aspect that might be a priority when treating children compared to adults?
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What comprehensive strategy is emphasized for speech management?
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Which two approaches are utilized in therapy for stuttering?
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At what stage is the client’s level of awareness significant in therapy?
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What is a primary objective of fluency training programs?
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Which technique involves probing to assess stuttering?
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What should be emphasized in fluency training for young children?
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Which of the following is NOT a suggested program for stuttering intervention?
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Which aim is focused on managing fluency disruptors?
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What is a characteristic of a child categorized as borderline in fluency?
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What is the main focus of indirect intervention strategies for preschool children with fluency issues?
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Which technique is NOT recommended for enhancing fluency in a child?
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Which of the following is a stage of parent involvement in interventions for preschool stuttering?
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What does the use of video analysis aim to help parents identify?
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Which of the following factors should parents ideally modify to assist in their child's fluency?
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What is the purpose of parental reinforcement techniques in speech interventions?
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What aspect of parental behavior can negatively impact a child's fluency?
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What is the main goal of treatment for preschool children who stutter?
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Which program is primarily used for individual and group treatment for children aged 6-12 years?
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Which aspect is not included in the treatment goals for preschool children who stutter?
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What duration is typically followed for the Lidcombe Program?
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Which of the following does not represent a method for fluency reinforcement?
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What is the focus of intervention in stuttering treatment?
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Which of the following is NOT a recommended fluency enhancer?
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What role do parents play in the treatment of stuttering according to the treatment model?
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Which of these is a cognitive development aspect related to stuttering?
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What is the purpose of using self-talk in therapy for stuttering?
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Which environmental factor is considered a demand on individuals who stutter?
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How can demanding situations impact speech in individuals who stutter?
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What severity rating measure can be used to assess stuttering?
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Study Notes
Stuttering Intervention
- Therapy can be short-term or long-term, intensive or weekly.
- Therapy is determined by assessment of intensity, severity, motivation to change and prior therapy.
- Risk factors and therapist-client relationships are also key considerations.
- Client must consent to treatment
Introduction to Treatment
- The process of intervention is determined by the child's developmental stage.
- Evaluation and assessment is necessary for therapy planning.
- Long-term, short-term, and session goals are set.
- Client needs and priorities should be considered
- The client's responsibility is to learn how to manage speech.
Treatment Includes
- Therapy includes desensitization techniques focused on attitudes, emotions, and cognition.
- Consideration of relapse prevention and methods for maintenance.
- Self-help groups and support systems aid in the process.
- Assessments and classifications are important in decision-making and development of the intervention, treatment, and recovery plan.
Treating Children vs. Adults
- Children are still developing neuro-physiological skills; thus, treatment may focus more on concomitant issues.
- Children often face teasing and bullying relating to their speech.
- Adult intervention often focuses directly on managing stuttering.
- Adults have greater chance of improving fluency.
- Parents, teachers, and other professionals may play an important role in the treatment process.
Management: Main Focus
- Adapt the environment to the intervention.
- Involve the treatment team.
- Parents and children work together with intervention methods.
- Group-based interventions can be used.
- Literature is provided for parents to aid in the process.
- Similar strategies to the Hanen Program can be used.
- Model and teach strategies relating to slower speech rate, short utterances, reduced complexity, and pauses.
- Conversation strategies are an integral part of the intervention.
Preschool
- Describe the stages of development considering age, behaviours, and attitudes/awareness.
- Therapy approaches are parent-centered (indirect) or child-centered (direct).
- Awareness level influences the chosen approach.
(1) Indirect (Parent-Centered) Intervention
- Borderline cases, where the child may exhibit minimal tension and awareness of stuttering.
- Parents are counselled regarding typical developmental issues and nature of fluency.
- Most of the allocated time is spent working with parents.
- Intervention techniques include adjusting environmental factors, reducing speech demands, praising open, easy, forward-flowing speech.
- Reassurance and encouragement are beneficial for parents and children alike
(1) Indirect Intervention for the Preschool Child
- Adjust environmental factors to avoid disrupting fluency.
- Decrease speech demands.
- Give rewards for open, easy, and forward-speech.
- Engage in high degree of explanations, reassurance, and encouragement.
3 Stages of Parent Involvement
- Educational counseling for parents.
- Facilitate communication interaction between parents and children.
- Encourage parents observing and participating in interventions.
Preschool Stuttering, RUSTIN's Family Interaction Therapy
- Focuses on modifying parents' interaction skills to improve the child's speech.
- Follows the child's lead, gives time for responses, gains attention, and improves interaction methods.
- Reinforcement, turn-taking, rate of speech, and intelligibility are addressed.
- Video analysis helps parents identify modifications in conversational style and interaction techniques.
Factors Potentially Associated with Childhood Stuttering
- Negative responses to disfluencies by others.
- Fast-paced questions, interference, and limited talking time.
- Major life changes, marital and sibling conflicts, unrealistic demands, fast-paced lifestyles, perfectionistic tendencies, high sensitivity, intense personalities contribute to stuttering.
Achieving Communication Wellness
- Achieve "normal" fluency in conversational style.
- Use easy talking model focused on parent and child interactions.
- Use conversational model for questioning.
- Model and practice interventions, including reducing demands, modified questioning, and conversation pace changes.
- Modify communication attitudes, communicative stressors, and interpersonal stressors
More Concern - Stuttering Classification
- Families with a history of chronic stuttering, male gender, stable or increasingly patterns of stuttering, later onset (over 36 months), below expected speech/language skills, and absence of history of recovered stuttering.
Less Concern - Stuttering Classification
- Decrease in stuttering frequency or latency over 12 months, and early onset of stuttering, and strong speech/language skills.
Fluency Reinforcement
- Conditioning based on the stimulus, response, and rewarding fluent speech.
- Lidcombe, Stocker Probe, and Smooth Talking are examples.
- The treatment process should be based on fluency reinforcement in all practices.
Treatment Overview: Preschool Children
- Treatment goals in preschool children is to improve fluency, provide a supportive environment, and develop a supportive relationship between parents and teachers.
- The goal is developing normal speech fluency in the child by changing and/or promoting positive interaction patterns.
- Maintain appropriate attitudes toward communication and speaking. This may involve managing stress in the home environment as this can impact the child, as well as teaching the child coping strategies.
Teachers - What Can They Do?
- Focus on creating a fun learning environment without overwhelming the child with expectations related to communication and speaking.
- Avoid behaviours that may disrupt fluency.
- Train parents and other teachers to help manage the program methods.
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Description
This quiz covers the key aspects of stuttering intervention, including different types of therapy, the importance of assessment, and the role of client priorities in treatment planning. It also addresses techniques for emotional and cognitive desensitization, relapse prevention, and the significance of support systems in the therapy process.
