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Questions and Answers
What is a consideration in determining the type of therapy for stuttering?
What is a consideration in determining the type of therapy for stuttering?
Therapy for stuttering can only be conducted in individual sessions.
Therapy for stuttering can only be conducted in individual sessions.
False
The child-centered approach to therapy is also known as the ______ approach.
The child-centered approach to therapy is also known as the ______ approach.
Direct
What are the three main factors referred to as the 3 P's in stuttering management?
What are the three main factors referred to as the 3 P's in stuttering management?
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What is the focus when treating children with stuttering?
What is the focus when treating children with stuttering?
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Parents play no significant role in the effective treatment of stuttering in children.
Parents play no significant role in the effective treatment of stuttering in children.
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What should clients be encouraged to learn to manage during therapy?
What should clients be encouraged to learn to manage during therapy?
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Match the treatment strategies with their focus
Match the treatment strategies with their focus
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What is the primary goal of treatment for preschool children who stutter?
What is the primary goal of treatment for preschool children who stutter?
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What is the ultimate goal of therapy for school-age children who stutter?
What is the ultimate goal of therapy for school-age children who stutter?
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The Lidcombe Program is an example of a fluency reinforcement technique.
The Lidcombe Program is an example of a fluency reinforcement technique.
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Which technique involves stuttering briefly, pausing, and then controlling the speech?
Which technique involves stuttering briefly, pausing, and then controlling the speech?
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Teachers should finish a child's sentence when they are stuttering.
Teachers should finish a child's sentence when they are stuttering.
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The process of improving fluency in children through stimulus, response, and reward is known as __________.
The process of improving fluency in children through stimulus, response, and reward is known as __________.
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Match the treatment techniques to their descriptions:
Match the treatment techniques to their descriptions:
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What is the purpose of using techniques under stressful conditions in stabilization?
What is the purpose of using techniques under stressful conditions in stabilization?
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Which technique aims to change the child's speech patterns to improve fluency?
Which technique aims to change the child's speech patterns to improve fluency?
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The CALMS model includes Cognitive, Affective, Linguistic, Motor, and ______.
The CALMS model includes Cognitive, Affective, Linguistic, Motor, and ______.
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Match the following strategies to their descriptions:
Match the following strategies to their descriptions:
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A female child with a family history of chronic stuttering is likely to show a decrease in SLD's over 12 months.
A female child with a family history of chronic stuttering is likely to show a decrease in SLD's over 12 months.
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What are the four phases of Stuttering Modification?
What are the four phases of Stuttering Modification?
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Which of the following should teachers not do while interacting with a child who stutters?
Which of the following should teachers not do while interacting with a child who stutters?
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In stuttering modification, the technique that involves discussing and planning aims together with the speaker is called ______________.
In stuttering modification, the technique that involves discussing and planning aims together with the speaker is called ______________.
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What should teachers encourage to help children who stutter during speech?
What should teachers encourage to help children who stutter during speech?
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What is the primary aim of fluency shaping?
What is the primary aim of fluency shaping?
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Stuttering modification places significant emphasis on reducing attitudes and feelings about stuttering.
Stuttering modification places significant emphasis on reducing attitudes and feelings about stuttering.
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Name one technique used in fluency shaping.
Name one technique used in fluency shaping.
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Acknowledge teasing before addressing it is a recommended strategy to handle bullying.
Acknowledge teasing before addressing it is a recommended strategy to handle bullying.
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Match the following terms with their definitions:
Match the following terms with their definitions:
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Which of the following is NOT a technique used in stuttering modification?
Which of the following is NOT a technique used in stuttering modification?
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Generalization is a key aspect of fluency shaping.
Generalization is a key aspect of fluency shaping.
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What is the goal of 'acceptable' stuttering in stuttering modification?
What is the goal of 'acceptable' stuttering in stuttering modification?
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Which of the following is NOT a part of teaching parents to help their child dealing with communication challenges?
Which of the following is NOT a part of teaching parents to help their child dealing with communication challenges?
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Emphasizing self-monitoring and self-correction is essential for transfer and maintenance in communication.
Emphasizing self-monitoring and self-correction is essential for transfer and maintenance in communication.
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What is the main goal of the comprehensive treatment approach for school-age children with disfluency?
What is the main goal of the comprehensive treatment approach for school-age children with disfluency?
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___ is a tool used to help children understand and manage their emotions and stuttering.
___ is a tool used to help children understand and manage their emotions and stuttering.
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Match the activities with their purposes:
Match the activities with their purposes:
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What is a benefit of active listening when parents communicate with their children?
What is a benefit of active listening when parents communicate with their children?
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All clinicians prefer a single approach for treating disfluency.
All clinicians prefer a single approach for treating disfluency.
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What should a child’s self-assessment include according to the cognitive activities discussed?
What should a child’s self-assessment include according to the cognitive activities discussed?
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Study Notes
Stuttering Intervention: Preschool Children
- Therapy for preschoolers (under 5-6 years old) focuses on improving speech fluency and creating a supportive environment.
- The goal is to help children develop normal speech fluency by altering speech patterns.
- Treatment addresses attitudes towards communication and speaking.
Stuttering Stages in Preschoolers
- Stage 1: (1.5-3 years old) - Repetitions of words and syllables, hesitations, interjections
- Stage 2: (3-6 years old) - Blockages, prolongations, and other speech sound difficulties
- Stage 3: (6+ years old) - More complex and severe stuttering, more pronounced physical tension, and emotional reactions
Stuttering Intervention: Indirect Approach (Parent-Centered)
- Target: Children with phrase repetitions and some word repetitions, low tension, and limited awareness.
- Focus: Counseling and educating parents regarding the developmental nature of fluency.
- Parent Involvement: More time spent working with parents than the child.
Stuttering Intervention: Direct Approach (Child-Centered)
- Target: Children with increased awareness of fluency, often associated with more severe stuttering.
- Focus: Direct intervention with the child, addressing specific aspects of stuttering.
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Goals:
- Experience Fluency: Engage in activities that promote fluency, such as reading aloud, telling stories, singing.
- Establish Fluency: Develop strategies to control stuttering, including slow speech rate, easy onset, pauses.
- Desensitize and Resist Disruptors: Address fear and avoidance associated with stuttering, and manage triggers.
- Work on Personal Constructs: Challenge negative thoughts, beliefs, and feelings related to stuttering.
- Transfer and Maintain: Generalize fluency skills to various settings and situations.
Fluency Reinforcement Techniques
- Lidcombe Program: A parent-implemented program that rewards fluency and provides feedback on disfluency to encourage fluency.
- Stocker Probe Technique: Uses a prompt to shape the child's speech, providing feedback and positive reinforcement.
- Smooth Talking: Emphasizes slow speech rate and smooth transitions between words.
Stuttering Intervention: School-Age Children
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Therapy Aims:
- Improve fluency as much as possible.
- Encourage healthy attitudes toward speaking, stuttering, and speech therapy.
- Create a supportive environment for the child with the involvement of parents and teachers.
Stuttering Intervention: Integrated Approach
- Fluency Shaping: Aims to eliminate stuttering by shaping fluent speech.
- Stuttering Modification: Focuses on changing the way a person stutters to reduce fear and avoidance.
Fluency Shaping Techniques
- Rate Control: Slowing down the pace of speech to improve fluency.
- Breathing (pausing and phrasing): Using controlled breathing to manage speech.
- Easy Onset: Starting words and sounds gently to reduce tension.
- Light Contact: Minimizing the pressure of articulators (tongue, lips) to reduce physical tension in speech.
- Continuous Phonation: Maintaining a continuous flow of sound to prevent blocking.
Stuttering Modification Techniques
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Modifying Stuttering Moments:
- Address fear and avoidance associated with stuttering.
- Explore, identify, and learn to control the stuttering pattern.
- Manage attitudes and emotions connected to stuttering.
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Control Techniques:
- Pullouts: Stopping a stutter in progress and continuing with a fluent continuation.
- Cancellations: Stuttering, stopping, and repeating a word or sound fluently.
- Intentional Stuttering: Stuttering deliberately in a relaxed manner.
- Pseudostuttering: Imitating stuttering to reduce fear of stuttering in real situations and desensitize others.
Stuttering Modification: Feelings and Attitudes
- Reduce Shame and Fear: Address negative emotions associated with stuttering.
- Openly Discuss Stuttering: Talk about stuttering openly and honestly.
- Challenge Negative Thoughts: Identify and change negative thoughts about stuttering.
- Learn About Stuttering: Gain knowledge and understanding of stuttering to reduce fear and stigma.
- Teach Others About Stuttering: Educate peers and others about stuttering to foster acceptance and understanding.
Stuttering Modification: Desensitization
-
Behavioral Strategies:
- Reflecting on stuttering behaviors in the mirror.
- Describing stuttering experiences in detail.
- Having a speech-language pathologist model stuttering behaviors.
- Word Avoidances: Deconstruct avowed words through exercises with a therapist.
- Situation Avoidances: Talk through feared situations, creating a hierarchy of fears and exposure.
Stuttering Modification: Stabilization & Generalization
- Stabilize Learned Skills: Practicing newly learned stuttering modification techniques in more stressful situations.
- Generalize Learned Skills: Apply learned skills to different environments and situations, including talking on the phone, public speaking, and social introductions.
Stuttering in the Classroom
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Challenges:
- Fear of being teased.
- Fear of reading aloud.
- Fear of oral presentations.
-
Strategies to Help:
- Maintain eye contact.
- Pause for 2-3 seconds before responding to the child.
- Rephrase the child’s remarks to confirm understanding.
Teasing and Bullying
-
Addressing Teasing:
- Acknowledge it before addressing it
- Learn about teasing, feelings, & reasons.
- Establish a supportive classroom environment
- Handle teasing with a matter-of-fact, positive, zero-tolerance approach
- Collaboratively brainstorm strategies to react to teasing.
- Involve teachers and parents in addressing teasing.
- Role Play different scenarios.
Personalized Fluency Program (Cooper)
- Structuring: Create a structured program based on individual needs.
- Targeting: Focus on specific aspects of stuttering that need intervention.
- Adjusting: Adapt the program based on the child's progress and responses.
- Regulating: Use strategies to manage emotions and keep the child motivated.
Healey's CALMS Model (1999)
- A multidimensional and multidisciplinary approach based on the interaction of:
- Cognitive: Thoughts and beliefs related to stuttering.
- Affective: Emotions and feelings associated with stuttering.
- Linguistic: Speech and language skills.
- Motor: Physical aspects of speech production.
- Social: Social interactions and communication.
- Key Principles of CALMS Model:*
- Holistic: Address all aspects of stuttering.
- Motivation: Make interventions engaging and enjoyable.
- Success Orientation: Emphasize progress and achievements.
- Hierarchal Approach: Start with easier goals and gradually progress to more challenging ones.
- Eclectic and Individualized: Tailor interventions to fit each child's needs.
- Culturally Diverse: Acknowledge linguistic and cultural differences.
Transfer and Maintenance
- Role Play: Practice stuttering management in simulated situations.
- Discourse: Engage in extended conversation to enhance fluency.
- Telephone: Practice speaking on the phone to manage communication anxiety.
- Competition and Disruption: Practice fluency under challenging conditions.
- Home Programs: Continue therapy strategies at home.
- Self-Monitoring: Encourage the child to track their own stuttering.
Change Parents' Attitudes
- Active Listening: Teach parents to listen attentively to the child's concerns.
- Reflecting Back: Encourage parents to rephrase the child's emotions and feelings.
- Discover the Emotion: Help parents understand the underlying emotions and feelings associated with stuttering.
- Validate the Feeling: Acknowledge the validity of the child's feelings about stuttering.
- Realistic Expectations: Set realistic goals and expectations for the child's progress.
Child's Attitudes
- Personal Interview: Hold conversations with the child to understand their feelings about stuttering, including fears, anxieties, and self-perceptions.
- Self-Rating Scales: Use questionnaires to assess the child's feelings about stuttering.
- Reframing Beliefs: Challenge negative thoughts and beliefs related to stuttering.
- Openness: Encourage the whole family to be open about stuttering.
- Problem-Solving: Help the child develop strategies to manage stuttering in various situations.
- Self-Management: Empower the child to take ownership of their stuttering.
Key Takeaways
- Comprehensive treatment for stuttering in school-age children and adolescents addresses fluency, attitudes, and communication strategies, tailored to individual needs.
- Clinicians incorporate multiple approaches and address the multifaceted impact of stuttering on the child's communication and overall well-being.
- The goal of therapy is to empower individuals with greater control and confidence in their speech.
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Description
This quiz focuses on stuttering interventions specifically designed for preschool children aged 1.5 to 6 years. It covers the stages of stuttering and highlights the importance of a supportive environment and parental involvement in therapy. Test your knowledge on effective strategies for enhancing speech fluency in young children.
