Stuttering Preschool Therapy

indirect

clinician and parents make changes to the child’s environment through parent training and clinician modeling without directly bringing the child’s awareness to moments of stuttering and/or overtly attempting to change the child’s speech-language production

direct

the clinician, parent, or child identify instances of stuttering to help the child make explicit changes to their speech-language behavior

more indirect

demonstrate acceptance of speech and message regardless if stuttering, good listening, model “easy” speech

more direct

easy onsets, pseudostuttering, identification of stuttering, prolonged speech, learning the “speech machine”, forward moving speech techniques

demands & capacities

positive changes in the child’s functioning and/or in the environment will lead to a reduction of stuttering

stage 1: parents trained to decrease motoric, linguistic, emotional, and/or cognitive demands

stage 2: increase child’s relevant motoric, linguistic, emotional, and cognitive capacities (improving word finding)

Stage 3: Direct therapy to improve fluency

lidcombe program

based on principles of operant conditioning, parent delivered, parents provide verbal contingencies (stutter free speech= praise and acknowledgment; stuttered speech= acknowledgment of stuttering, request self-correction)

indirect

is demands & capacities direct or indirect

Palin parent-child interaction therapy

aims to reduce stuttering frequency and struggle; assessment is foundation

stage 1: parent-child interaction strategies are practiced in 5-minute intervals - parents identify modifications they can make to their interaction style)

stage 2: if stuttering does not decrease during stage 1, more direct intervention is introduced

stage 3: teaching child direct speaking strategies