[ Contents | Search | Next | Previous | Up ]
From: Jennifer Delaney
Date: 01 Oct 2010
Time: 14:44:01 -0500
Remote Name: 67.166.240.187
The Thomas case example in your article on the treatment of school age children using the Lidcombe program is very interesting and shows how important it is to have the right motivating factors for each age group and particular client. I think having a school age child directly involved with all therapy decisions helps the client to take the “ownership” that is needed to achieve long-term goals. My question is whether or not you would recommend trying a similar point-collection type of reward system for a 5 1/2 year-old student in an attempt to help the child recognize his/her own stutters or fillers during the day instead of relying heavily on a parent or SLP to point it out for correction? Could there be a danger in that keeping points for this may result in a younger child becoming overly fixated on his “disfluent speech” (causing anxiety) or even feeling encouraged to do it more (for additional points), especially if the child is currently most often focused on conveying a point to a listener rather than whether or not he is “disfluent?”