Treatment of Stuttering in Preschool Children

<p>Model interaction with slower speech and pauses. (C)</p> Signup and view all the answers

<p>To demonstrate changes in conversational patterns. (C)</p> Signup and view all the answers

<p>5-10 minutes. (B)</p> Signup and view all the answers

<p>5:1 ratio. (C)</p> Signup and view all the answers

<p>Strategies that improve communication patterns. (B)</p> Signup and view all the answers

<p>They are mostly fluent and can develop normal fluency. (C)</p> Signup and view all the answers

<p>The child's negative feelings about stuttering. (A)</p> Signup and view all the answers

<p>Change the environment to foster fluency (C)</p> Signup and view all the answers

<p>To use praise for fluency during daily one-on-one time (D)</p> Signup and view all the answers

<p>2 to 3.5 years (B)</p> Signup and view all the answers

<p>1 for every 5 utterances (C)</p> Signup and view all the answers

<p>Once a week (A)</p> Signup and view all the answers

<p>It could interfere with natural recovery (D)</p> Signup and view all the answers

<p>Encouraging a relaxed environment. (B)</p> Signup and view all the answers

<p>Loose and relaxed repetitions (D)</p> Signup and view all the answers

<p>Overall fluency severity ratings from 1 to 10. (B)</p> Signup and view all the answers

<p>To promote natural speech patterns (A)</p> Signup and view all the answers

<p>Advancing to the next step when the child feels competent. (D)</p> Signup and view all the answers

<p>Decrease stress and enhance fluency (B)</p> Signup and view all the answers

<p>Direct therapy is implemented (A)</p> Signup and view all the answers

<p>The child is somewhat aware of their stuttering (A)</p> Signup and view all the answers

<p>Significant change in child's stuttering (A)</p> Signup and view all the answers

<p>15 to 20 minutes (A)</p> Signup and view all the answers

<p>Help the family view stuttering more objectively (C)</p> Signup and view all the answers

<p>Child-directed and attentive play (C)</p> Signup and view all the answers

<p>In the morning for daily carryover (C)</p> Signup and view all the answers

<p>Non-Lidcombe direct treatment (D)</p> Signup and view all the answers

<p>To build their confidence (C)</p> Signup and view all the answers

<p>Develop a problem-solving plan (A)</p> Signup and view all the answers

<p>Desensitization (D)</p> Signup and view all the answers

<p>Once every two weeks (A)</p> Signup and view all the answers

<p>Once fluency is achieved, no further effort is needed (D)</p> Signup and view all the answers

<p>Positive reinforcement (B)</p> Signup and view all the answers

<p>Modify their own stutters (A)</p> Signup and view all the answers

<p>Stutter themselves under guidance (A)</p> Signup and view all the answers

<p>By celebrating success in therapy sessions (B)</p> Signup and view all the answers

<p>When the child is ready to modify their stutters (D)</p> Signup and view all the answers

<p>Providing models of easy stuttering in speech (B)</p> Signup and view all the answers

<p>Reassure the child about the process slowly (A)</p> Signup and view all the answers

<p>To encourage the child to participate actively (A)</p> Signup and view all the answers

<p>Change a fast, tight repetition to a slow, loose one (D)</p> Signup and view all the answers

<p>Playfully imitate disfluencies similar to the child's (D)</p> Signup and view all the answers

<p>They reinforce the child's sense of competence (D)</p> Signup and view all the answers

<p>Allowing the child to vocalize their feelings (A)</p> Signup and view all the answers

<p>Inserting easy stutter models every two to three sentences (C)</p> Signup and view all the answers

The recording and analysis of family interactions to identify patterns that may contribute to stuttering. This includes observing and quantifying variables such as interruptions, turn-taking, and overall communication style.

A technique used to help children who stutter by teaching them to speak more slowly with pauses. This involves modeling and practicing slower speech rates with intentional pauses during natural conversations.

The process of showing a child how to communicate with a slower speech rate and pauses. This can involve modeling desired communication patterns, then having the family engage in similar interactions.

Positive feedback given during therapy to encourage and reinforce desired communication behaviors. The therapist should focus on providing five positive comments for every one corrective mention.

Stuttering in children between 2 and 3.5 years old, characterized by loose and relaxed repetitions. Often a temporary phase.

Treating stuttering in young children by focusing on changing the environment instead of directly teaching the child ways to change their speech.

Directly teaching a child to change their stuttering behaviors.

The ability to speak fluently without stuttering. This is the goal of treatment.

Educating the child's family on ways to reduce stressful communication interactions and promote fluency.

Changing the child's repetitions and prolongations to make stuttering less noticeable or impactful.

The child's tendency for stuttering, often related to their individual personality and sensitivity.

The pressures of learning and growing up, which can influence stuttering.

Changes in family routine are a key part of indirect treatment, helping families identify stressors that may contribute to a child's stuttering.

Dedicated, one-on-one time with a child is crucial for their self-esteem and can positively affect their stuttering.

These interactions can be non-directive play, where the child leads, or attentive play that eventually evolves into conversations as the child gets older.

This dedicated time provides valuable practice for the child to use fluency-facilitating verbal interactions.

Maintenance strategies help families navigate stressful periods that may lead to an increase in stuttering. These strategies help families manage stress and reduce anxiety about the child's disfluencies.

Parents can learn to view their child's stuttering more objectively, reducing anxiety and guilt they may feel. This helps them foster a calmer and more supportive environment.

Families gain confidence in their ability to use problem-solving skills they've learned to manage increases in stuttering. It's important to remember that relapses are normal and can be addressed with continued support.

A program designed to help young children who stutter, focusing on parent training and early intervention.

A type of stuttering where the child has mild awareness of their disfluencies and doesn't show extra effort to avoid stuttering.

A type of stuttering characterized by increased awareness of disfluencies and potential negative emotions about stuttering, but without physical tension or escape behaviors.

Using praise and positive reinforcement to encourage fluent speech in children with mild borderline stuttering.

Tracking the overall fluency of a child with mild borderline stuttering, using a scale from 1 to 10.

Gradually reducing the frequency of praise for fluency, using it only occasionally during different activities.

Weekly sessions with a clinician, focusing on providing support, demonstrating techniques and discussing progress.

Creating a supportive environment for the child, addressing emotions, and using games and activities to casually address stuttering.

A technique where the therapist intentionally stutters to show the child it's okay. They'll pretend to struggle with a word and ask the child to show them how to do it.

This technique helps the child and parent get used to the sound of stuttering. The therapist models acceptance and encourages the child to do the same.

When a child is ready, the therapist helps them change their own stutters. This involves accepting the child's stutter, modeling a smoother way to stutter, and rewarding their attempts.

The therapist identifies opportunities to help the child modify their stutters when they're ready. This includes observing and responding to their natural stutters in a positive and encouraging manner.

The therapist may imitate the child's stutter to help them feel more comfortable with it. The therapist also comments positively on the stutter and encourages the child to try a slower, easier way of saying the word.

Positive feedback is used to encourage the child to use slower and easier stutters. The therapist may praise the child's efforts and reward them for making progress.

The goal is to help the child generalize their ability to stutter more easily in different situations. The therapist may work with the family to encourage this at home and teach them to use positive reinforcement.

The therapist may teach the child's family to stutter in a controlled setting to help them better understand and support the child. This can involve role-playing and practicing different scenarios.

A technique where a therapist models easy stuttering, such as slow repetitions or brief prolongations, during play activities with a child who stutters. This helps the child see stuttering as normal and less threatening.

In this technique, the therapist actively stutters during play activities and the child is encouraged to 'catch' the therapist's stutter. When the child identifies a stutter, the therapist demonstrates how to slow down and make the stutter easier. This gives the child a sense of control over stuttering.

A technique where a child actively imitates disfluencies (stuttering) in a playful way. This helps the child become comfortable with stuttering and reduces the anxiety associated with it.

When a child expresses frustration with stuttering, the therapist acknowledges and supports their feelings. This helps the child feel accepted and understood.

During 'catch me' activities, the therapist uses various rewards, such as small snacks or turns in a game, to encourage the child's active participation in identifying stutters. This reinforces the child's success and builds their confidence.

The therapist chooses stuttering patterns that closely resemble the child's own to make the therapy feel more relatable and less intrusive.

A therapist uses activities like repeating sounds or phrases to help the child become comfortable with the idea of stuttering and reduce its emotional impact.

The therapist helps the child understand that stuttering is a common and normal part of language development. By normalizing stuttering, the child is less likely to feel ashamed or embarrassed.