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The Lidcombe Program - a brief introduction

The Lidcombe Program - a brief introduction. By Carissa Coons MSU, Mankato May 2006 For CDis - undergraduate stuttering class. Background information. It was developed by a research team led by Professor Mark Onslow.

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The Lidcombe Program - a brief introduction

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  1. The Lidcombe Program - a brief introduction • By Carissa Coons • MSU, Mankato • May 2006 • For CDis - undergraduate stuttering class

  2. Background information • It was developed by a research team led by Professor Mark Onslow. • The program takes its name from the suburb of Sydney where the Faculty of Health Sciences is located.

  3. What is it? • It is a behavioral treatment program for stuttering in preschool-age children. • This program involves a parent or some other significant person in the child’s life to deliver the treatment in the child’s everyday environment. • The program has a number of essential components. However, the implementation of these components is individualized for each child.

  4. What is it? • The program is based on operant methodology and the children are NOT taught to use a different speech pattern, such as slowing down. Nor are parents instructed to alter the child’s environment with the aim of facilitating fluency. • Parental involvement is essential because it is well known that stuttering may improve in a clinic without necessarily improving where it really matters – which is outside in the real world.

  5. During the first visit… • Parents are first asked to bring an audiotape recording of their child stuttering when they first visit the speech pathologist, just in case the child does not stutter in the clinic. 1. The SLP obtains information about the nature and course of the child’s stuttering. 2. The SLP makes brief enquiries about the child’s physical, linguistic and cognitive development and the family environment. 3. The SLP makes a %SS measure in the clinic

  6. What is the %SS • %SS is the percent syllables stuttered. • This is measured using a dual-button electronic counter. • This measure is based on a conversational speech sample that is a minimum of 300 syllables or 10 minutes in duration.

  7. During the first visit 4. The SLP decides if the child is stuttering. 5. The SLP gives the patient information about stuttering, including the fact that there is some chance that the child will recover from stuttering without receiving the Lidcombe Program 6. The SLP informs the parent about the Lidcombe Program and the parents’ role in implementing it 7. The SLP and the parent decide either to postpone treatment and monitor the child’s stuttering, or to start treatment.

  8. Once they decide to begin the program • The Lidcombe Program is conducted in two stages. • During Stage 1, the parent and child attend the speech clinic once a week for one hour. • The following events would normally be expected to occur during a clinic visit: • 1. The SLP measures %SS while the parent and or SLP talks to the child • 2. The SLP checks the parents’ use of SR (Severity Rating) scale by asking what SR score would be given to the speech during the above conversation.

  9. 10- Point Severity Rating (SR) • Parents start to learn how to make these severity ratings during the first weekly clinic visit. • Agreement between the parent and the SLP is established in the clinic • After making the %SS measure, the SLP also gives the child’s stuttering in that speech sample a SR score and asks the parent to do the same. • The SLP and the parent compare their scores and discuss any discrepancies. • Comparing and discussing SRs in this way continues each session until reasonable agreement occurs between the parent and the SLP’s SR scores.

  10. 10-Point Severity Rating (SR) • “Reasonable agreement” is when the parent and score differ by no more than one scale value. • Each day the parent assigns a SR score from 1-10 (1= no stuttering and 10=extremely severe stuttering) for the child’s stuttering for that day, either for the whole day or for a particular speaking situation that occurred on that day.

  11. During the first visit • 3. The parent reports SR scores for each day of the previous week and the SLP enters them into the child’s chart. • 4. The parent and SLP compare SR scores for the previous week and clinic sample. • 5. %SS and SR scores are used as a focus for an in-depth discussion of clinical progress during the previous week. • 6. The parent demonstrates treatment procedures used during the previous week

  12. During the first visit… • 7. The parent and SLP discuss in-depth the treatment procedures used during the previous week. • 8. The SLP and parent discuss changes to procedures for the coming week. • 9. The SLP demonstrates those changes to procedures. • 10. The SLP teaches the parent to do the changed procedures. • 11. The SLP summarizes what is expected for the coming week • 12. The SLP invites questions or further discussion from the parent.

  13. Parental Verbal Contingencies • Early in the program, the treatment is given for 10-15 minutes each day during structured conversation. • The parent and child typically sit down in a quiet place and engage in some interactive activity which is structured so that the contingencies can be delivered. • In delivering treatment, the parent comments after periods of stutter-free speech and after instances of unambiguous speech or stuttering.

  14. Parental Verbal ContingenciesContinued… • After stutter-free speech the parent may: • 1. acknowledge this response • “That was smooth.” • 2. praise the response • “That was good talking.” • 3. request the child to evaluate the response • “Were there any bumpy words?”

  15. Parental Verbal ContingenciesContinued… • After stuttering the parent may • 1. acknowledge the response • “That was a bit bumpy” • 2. request the child to correct the response • “Can you try that again?” • It is important that parents use a neutral and non-punitive tone of voice

  16. Parental Verbal ContingenciesContinued… • Verbal contingencies should be given as soon as possible after the response (either stutter-free speech or stuttering) and in such a way that the child hears them. • The ratio of verbal contingencies for stutter-free speech to verbal contingencies for stuttering must be at least 5:1.

  17. Parental Verbal ContingenciesContinued… • The parent may also give verbal contingencies when the child spontaneously and correctly evaluates stutter-free speech, such as when they child says “Hey, that was good talking wasn’t it?” or when the child spontaneously corrects a stutter. • When the child’s SR scores are low, and treatment is being delivered appropriately, the parents start to deliver contingencies at various times of the day during unstructured conversations.

  18. Reaching the end of Stage 1 • By the end of Stage 1, treatment occurs entirely during unstructured conversation. • When stuttering reaches a very low level, the parent and child move to Stage 2 of the program. • Criteria to move to Stage 2: • 1. %SS less than 1.0 within the clinic • 2. SR scores for the previous week of 1 or 2, with at least four of these being 1.

  19. Stage 2 • Stage 2 is designed to maintain the low level of stuttering that is achieved during Stage 1. • The parent gradually withdraws the verbal contingencies, and the child and parent attend the clinic less and less frequently.

  20. Stage 2 • The first two clinic visits are two weeks apart, the next two are four weeks apart, the next two are eight weeks apart and the final two visits are sixteen weeks apart. • If criteria is met at a visit, the child progresses to the next scheduled visit. • Whether or not the criteria is met is determined in the same was as in Stage 1.

  21. Stage 2 • In the event that the criteria is not being met at any scheduled visit during Stage 2 the SLP decides either to stall progress through the sequence or to turn to an earlier stage of the sequence • The SLP may also decide to return to the child to Stage 1.

  22. Individualizing the Lidcombe Program • The SLP and the parent adopt a problem-solving approach to ensure that the program is implemented in an optimum fashion and that it remains a positive and rewarding experience for the child. • The following are ways in which the program might be individualized for children and their famlies:

  23. Individualizing the Lidcombe Program • The following are ways in which the program might be individualized for children and their families: • Age of the child • Stuttering severity • Basic behavior • Personality of the child and the parent • Family circumstances

  24. Is it effective? • Research to date has shown that for preschool children participating in the program, stuttering is no longer present, or is present to only a very mild degree, after treatment, and that this outcome has been maintained in those children who have been monitored for a number of years. • Onslow, Menzies, & Packman (2001) summarise the outcome studies that have been done with the Lidcombe Program. In short, at long-term follow up, 42 children have been shown in those studies to be not stuttering, in everyday speaking situations after receiving the Lidcombe Program.

  25. Is it effective? • Preliminary research is also showing that the program is safe: It does not appear to interfere with parent-child relationships and has no apparent effect on other aspects of communication. Indeed, parents report that their children are more outgoing and talk more after treatment because they are no longer stuttering.

  26. This information was obtained online from the Australian Stuttering Research Centre, where the Lidcombe Program manual can be found. • http://www3.fhs.usyd.edu.au/asrcwww/treatment/index.htm

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