The following is a summary of a journal article titled, “Is Parent -Child Interaction Therapy Effective in Reducing Stuttering?” by Sharon Millard, Alison Nicholas, and Frances Cook. This article was published in the Journal of Speech Language and Hearing Research in June 2008, to report the findings of a research conducted on the effects of parent-child interaction therapy approach (PCIT) on children who stutter. It was conducted to add more research and evidence to the efficacy of using the PCIT approach (Millard, Nicholas, & Cook, 2008 p 636).
Many speech language pathologists (SLPs), after diagnosing a child with stuttering are left with the problems of what treatment program should be implemented and what are the chances that the child will have a persistent stuttering problem. Speech language pathologists must then look into evidence based practices to determine if they want to treat the child with a direct approach, an indirect approach or both. Unfortunately, Millard et. al,(2008) reported that there is more research on the effectiveness of direct programs like the Lidcombe Program (p. 640). In addition, there tends to be more therapy programs that focus on direct methods of interventions which have stuttering children change their speech productions through reducing their rate of speech, using easy onset, or using behaviors methods with praise to increase fluency periods (p. 636). There has been some research that shows the use of indirect methods like changing parent interaction style can increase fluency with the least amount of involvement. This can create a “firm foundation for direct therapy and gives parents long-term essential skills that will support the child’s speech” (p. 637). This current research on ...
... middle of paper ...
...ing an indirect method with younger children. The research also indicates that the PCIT approach is one indirect method that is successful in reducing stuttering in young children. It also indicated that the children who do not make progress with this approach will need additional therapy. However, the results show the PCIT therapy approach provides a good foundation for success in the children who require additional direct therpay. The research also indicates that children who are at risk for persistent stuttering can also benefit from the PCIT approach.
Works Cited
Millard, S. K., Nicholas, A., & Cook, F. M. (2008). Is parent--child interaction therapy effective in reducing stuttering? Journal of Speech, Language & Hearing Research, 51(3), 636-650. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=2009939724&site=ehost-live
Almost forty years ago, Speech-Pathologist Ayala Hanen Mansolen created a language intervention program called It Takes Two to Talk – The Hanen Program. The program, which taught parents how to implement language intervention strategies in the home environment, was developed for children who had significant language delays. The program was based on the social interactionist perspective theory that input of language by the caregiver will evoke motivation and continued use of language by the child. The success of the program led to the establishment of the Canadian organization, The Hanen Centre (Hanen). Since its inception, Hanen has developed a variety of programs training parents/caregivers and speech-language pathologists (SLPs) to foster language skills in children with risk of language delays, language disorders, and developmental disorders, such as autism spectrum disorders (ASD), in the child’s most natural environment. The rationale behind Hanen’s approach is based on research conducted supporting the effectiveness of parent involvement in language intervention in a natural setting.
Such an approach is preferred if the child reveals secondary behaviours or when the child is aware of his/her. This decision of choosing direct therapy will depend on the amount of stuttering that is been observed as well as the impact the stuttering has on the child’s attitude and psychology towards communication. Direct therapy focuses specifically on the child's stuttering. Within all cases parents should encourage their children and most importantly expect any disfluency issue a child might have. Direct therapy, targets speech disfluencies by speech and language therapists and parents, if the parents have been directed by a professional speech and language therapist. Specifically, in contrast with indirect approach, direct approach focuses on the disfluency of the child by correcting and working on the stutters with the SLT or the parents if they have been directed by an SLT. Direct therapy mostly focuses on breathing techniques, managing reduced speaking rate, encouraging pauses when taking turns in conversations and motivating the child by letting him/her finish speaking without any interruption. Two approaches in direct therapy are the fluency shaping and the
Hegde, M. N. (2001). Pocketguide to treatment in speech-language pathology. (2nd ed., pp. 193-203). San Diego, CA: Singular Thomson Learning.
As most people know speech and language issues would only happen with children just learning to talk and tennagers in middle school to high school. The reasoning behind this is because most people don’t correct their children’s speech when they are first learning due to the fact that the parents or grandparents think it is to cute to correct, which only hurts the children more th...
I became inspired to become a speech-language pathologist when I first watched the film, Paulie. This film depicted a small girl, named Marie that had a speech impediment, which caused her to stutter. In order to improve Marie’s speech her mother would pronounce certain sounds and practice daily with her. While watching this film I began to realize that there is a number of individuals in our population that have different speech impairments. As I noticed how the character of Marie struggled with her speech impairment I sought to research the different treatments for individuals similar to Marie, and came across speech therapy and speech-language pathologists. I have always been fascinated by language and how it is essential in communication. I view speech-language pathologists as having a major role in helping
University of Michigan Health System. “Speech and Language Delay and Disorder.” Med.umich.edu June 2008. 2 March 2011
Do social interactions between children and parental involvement help foster language development in six-year-old autistic children? I feel that this topic is very important because autism now affects one in 88 children, autism is the fastest growing serious developmental disability in the U.S, boys are five times more likely to get it than girls, and only 58% of students with autism finish high school. Not just that but there is still no information found on what are the causes of autism (Autism Speaks, 2013). I will use research that demonstrates that parental involvement and social interactions does help foster language development in six-year old autistic children.
These scores usually measured and calculated by speech therapist or raters by counting each syllable spoken to know the subject or patient’s fluency at the end of Rating Session. Thus, token reinforcement was introduced as the subjects will be rewarded to encourage them zero stuttering and increase SPM rate while penalty was scheduled in this token system to reduce “give up” behavior. This therapy was conducted by hospitalized a group of adult male who are stutter and the treatment lasted about 21 days. In this studies, three stages were applied which in the stage A, subjects were treated by token system. For stage B and stage C, token system was combined with a graded delayed auditory feedback (GDAF) schedule designed
Language is integral to learning as it is linked to our thoughts. It helps us to organise our thoughts in an organised way. If a child has difficulties in communicating with others due to a speech and language delay or disorder, they will not be working to their full potential, as they will be less able to organise their thought processes and express themselves. This becomes even more of a problem as children become older and the curriculum becomes more demanding, the use of rational and abstract thinking will become more important, hence the importance of early detection and intervention. The early years are a time of rapid learning and development, therefore the earlier the diagnosis of delayed language acquisition, the easier it will be for professionals and others to target the childâ€TMs needs so that they are able to give appropriate support, thus benefiting the
The family focused therapy approach is classified with fluency shaping as well as stuttering modification techniques. Parents focus on normal speech fluency in an environment that the child feels comfortable with, for no negative attitudes. It is important that the child's disfluencies are accepted by the environment the child is in. This treatment refers to children at the age of 2 to 6 years. The aim is to increase children's fluency as well as normal communication skills. The family focused therapy approach involves strategies for both parents and children. Parents though may not be following the therapy program correctly (Yaruss 2006; Blomgren 2013). Although this approach is known to be an indirect approach, it contains both direct and indirect therapy. Parents focus on how to modify their communication behaviours thus it is a therapy program that involves both stuttering modification and fluency shaping approaches, which are direct
The purpose of Application of a Motor Learning Treatment for Speech Sound Disorders in Small Groups was to evaluate the effectiveness of motor-learning based therapy, also called Concurrent Treatment, within groups of up to four elementary public school students with disordered articulation, normal language, and normal hearing. The authors of this paper recognized that while many studies have been done to determine the efficacy of students in individualized therapy settings, few studies had been done to look at therapy within small groups. Therefore, the researchers tested twenty-eight 6-9 year old children within a small group using Concurrent Treatment. The children were able to acquire their targeted speech sounds within 40 30-minute sessions (20 hours over 20 weeks).
Stuttering is a neurological disorder of communication, from which the normal flow of speech is disrupted by repetitions (neu-neu-neuro), prolongations (biiiii-ol-ooogy), or abnormal stoppages (no sound) of sounds and syllables. Rapid eye blinking, tremors of the lips and/or jaw, or other struggle behaviors of the face or upper body may accompany speech disruptions ((3)). Why does stuttering worsen in situations that involve speaking before a group of people or talking on the phone, whereas fluency of speech improves in situations such as whispering, acting, talking to pets, speaking alone, or singing ((1))? In ancient times, physicians believed that the stutterer's tongue was either too long or too short, too wet or too dry. Therefore, practitioners from the mid-1800s tried surgical remedies such as drilling holes into the skull or cutting pieces of the tongue out to eliminate stuttering ((1) ).
Scott, Lisa A.. "Stuttering Therapy for Children." Stuttering Foundation: A Nonprofit Organization Helping Those Who Stutter. N.p., n.d. Web. 10 Jan. 2014. .
Many people stutter; however people usually outgrow stuttering. But it is not something that people just do for a short while to attract attention. People who do stutter are actually really embarrassed by it and the attention they receive from stuttering and fear the next time that it will happen. They will often avoid situations in which stuttering will be a problem. Stutterers have no control over when they stutter or don’t. Contrary to the therapist in the novel American Pastoral, stuttering is not an idea conjured up in ones head to gain attention. It is not a psychological problem that comes and goes as one needs it, or when it would be beneficial to a person. Because the truth is, a stutterer never finds it beneficial to have.
Stuttering is a disorder of oral communication and it is characterized by disruptions in the production of speech sounds, also called "disfluencies" (American Speech-Language-Hearing Association, 2014). It usually emerges in childhood and affects around 5% of the population (Guitar, 2006), even though there is some variation in the incidence of stuttering in different studies. During infancy, it is common for children to present dysfluency because of the complex process of language acquisition and development. These disfluencies are normal and tend to disappear in 80% of the children, however for some it may evolve into a chronic state that is called developmental stuttering. Stuttering can also occur in two other circumstances, from injuries, which is called acquired or neurogenic stuttering and another one, involving psychological aspects (Oliveira et. al., 2012). Perkins, Kent and Curlee (1991) focused on the theories to explain the possible causes of disfluency and theorized that speech disruption and time pressure are the two important variables that may account for the stuttered dysfluency.