Stuttering Intervention: Preschool Age
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Stuttering Intervention: Preschool Age

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What is a consideration in determining the type of therapy for stuttering?

  • The location of therapy sessions
  • The weather conditions
  • The therapist's personal experience
  • The intensity and severity of the stuttering pattern (correct)

    • Therapy for stuttering can only be conducted in individual sessions.

    False

    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?

    <p>predisposing, precipitating, perpetuating</p> Signup and view all the answers

    What is the focus when treating children with stuttering?

    <p>Working with the parents and involving them in therapy</p> Signup and view all the answers

    Parents play no significant role in the effective treatment of stuttering in children.

    <p>False</p> Signup and view all the answers

    What should clients be encouraged to learn to manage during therapy?

    <p>speech</p> Signup and view all the answers

    Match the treatment strategies with their focus

    <p>Desensitization = Reducing fear and anxiety related to speaking Attitudes, emotions and cognition = Addressing psychological aspects of stuttering Self-help groups = Providing support and shared experiences among individuals with stuttering Slower speech rate = Enhancing fluency through pacing</p> Signup and view all the answers

    What is the primary goal of treatment for preschool children who stutter?

    <p>Improve fluency</p> Signup and view all the answers

    What is the ultimate goal of therapy for school-age children who stutter?

    <p>Control over the stuttered moments</p> Signup and view all the answers

    The Lidcombe Program is an example of a fluency reinforcement technique.

    <p>True</p> Signup and view all the answers

    Which technique involves stuttering briefly, pausing, and then controlling the speech?

    <p>Cancellation</p> Signup and view all the answers

    Teachers should finish a child's sentence when they are stuttering.

    <p>False</p> Signup and view all the answers

    The process of improving fluency in children through stimulus, response, and reward is known as __________.

    <p>conditioning</p> Signup and view all the answers

    Match the treatment techniques to their descriptions:

    <p>Fluency Shaping = Controlled Fluency Stuttering Modification = Modifying Stuttering Breathing techniques = Pausing and phrasing Easy Onset = Reducing fear</p> Signup and view all the answers

    What is the purpose of using techniques under stressful conditions in stabilization?

    <p>To practice newly learned modification skills to withstand increased pressure.</p> Signup and view all the answers

    Which technique aims to change the child's speech patterns to improve fluency?

    <p>Fluency shaping</p> Signup and view all the answers

    The CALMS model includes Cognitive, Affective, Linguistic, Motor, and ______.

    <p>Social</p> Signup and view all the answers

    Match the following strategies to their descriptions:

    <p>Cancellation = Stutter-Pause-Control technique Pullouts = Easy onset and light contact strategy Preparatory Sets = Techniques prepared in advance Stabilization = Practicing skills in stressful situations</p> Signup and view all the answers

    A female child with a family history of chronic stuttering is likely to show a decrease in SLD's over 12 months.

    <p>False</p> Signup and view all the answers

    What are the four phases of Stuttering Modification?

    <p>Identification, Desensitization, Modification, and (not provided in the content)</p> Signup and view all the answers

    Which of the following should teachers not do while interacting with a child who stutters?

    <p>Tell the child to relax</p> Signup and view all the answers

    In stuttering modification, the technique that involves discussing and planning aims together with the speaker is called ______________.

    <p>motivation</p> Signup and view all the answers

    What should teachers encourage to help children who stutter during speech?

    <p>Reduced sentence complexity and a normal to slow speaking rate.</p> Signup and view all the answers

    What is the primary aim of fluency shaping?

    <p>To totally eliminate all stuttering events</p> Signup and view all the answers

    Stuttering modification places significant emphasis on reducing attitudes and feelings about stuttering.

    <p>True</p> Signup and view all the answers

    Name one technique used in fluency shaping.

    <p>Prolonged speech</p> Signup and view all the answers

    Acknowledge teasing before addressing it is a recommended strategy to handle bullying.

    <p>True</p> Signup and view all the answers

    Match the following terms with their definitions:

    <p>Identification = Recognizing behaviors and feelings associated with stuttering Desensitization = Reduces fear and anxiety relating to stuttering Pseudostuttering = Intentional practice of stuttering for desensitization Pullouts = Techniques to control and modify stuttering moments</p> Signup and view all the answers

    Which of the following is NOT a technique used in stuttering modification?

    <p>Prolonged speech</p> Signup and view all the answers

    Generalization is a key aspect of fluency shaping.

    <p>True</p> Signup and view all the answers

    What is the goal of 'acceptable' stuttering in stuttering modification?

    <p>To allow the speaker to feel comfortable and in control during speech.</p> Signup and view all the answers

    Which of the following is NOT a part of teaching parents to help their child dealing with communication challenges?

    <p>Expect perfect outcomes</p> Signup and view all the answers

    Emphasizing self-monitoring and self-correction is essential for transfer and maintenance in communication.

    <p>True</p> Signup and view all the answers

    What is the main goal of the comprehensive treatment approach for school-age children with disfluency?

    <p>To increase fluency and address individual needs.</p> Signup and view all the answers

    ___ is a tool used to help children understand and manage their emotions and stuttering.

    <p>Worry Ladder</p> Signup and view all the answers

    Match the activities with their purposes:

    <p>Self rating scales = Assess personal feelings about stuttering Reframing beliefs = Change negative perceptions about stuttering Open discussion about stuttering = Involve the whole family in communication Encouragement and praise = Motivate children to practice speaking</p> Signup and view all the answers

    What is a benefit of active listening when parents communicate with their children?

    <p>It helps discover underlying emotions.</p> Signup and view all the answers

    All clinicians prefer a single approach for treating disfluency.

    <p>False</p> Signup and view all the answers

    What should a child’s self-assessment include according to the cognitive activities discussed?

    <p>What they like and don’t like about themselves.</p> Signup and view all the answers

    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.
    • 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

    • 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

    • 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.
    • 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

    • 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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    Related Documents

    Stuttering Intervention 1&2 PDF

    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.

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