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6 Cards in this Set
- Front
- Back
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Miller and Guitar (2009), AJSLP, 18, p. 47:
Lidcombe program by people other than its developers |
“A major finding of the present study was that 11 of these 15 children were apparently not stuttering at long-term follow-up. Only 4 children showed any residual stuttering, and this was rated as “very mild” or “mild” on the SSI–3 scale. The differences between pretreatment and follow-up SSI-3 scores showed that a significant positive effect was
associated with treatment |
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Bothe et al. (2006), AJSLP, 15, p. 334:
Systematic review of treatment literature, 1970-2005 |
“For children younger than approximately 5 or 6 years, the only reports identified by this review of maintained reductions in stuttering…were from reports of using response-contingent treatments.”
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preschoolers watch for
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• Successive approximations (short utterance lengths), active participation, immediate knowledge of results, mastery learning, fading support, varied repetition
• Motivated learner, goal-directed practice and feedback, working on a component skill • Environment, expectations, engagement, reinforcement |
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Adult treatment has two categores
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>stuttering modification
>fluency shaping |
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stuttering modification
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• accept that stuttering exists; change its shape if you choose to and change your reaction to it
• what theory or client request would lead you here? |
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fluency shaping
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• change the overall speech pattern in a way that prevents stutters from occurring
• what theory or client request would lead you her |
