ASHAGuidelinesforPracticeinFluencyDisorders.pptVIP

ASHA Guidelines for Practice in Fluency Disorders;Management Goal #1;Management Goal #2;Management Goal #3;Management Goal #4;Management Goal #5;PLANNING TREATMENT OF STUTTERING FOR YOUNG CHILDREN;Is treatment required?;NO?;Yes?;Indirect?;Treat the family clinician models during play modify family conversation patterns decrease comm. pressure;Direct?;May need to work with child ANDparents;With the child;Level 2 teaching easy speech smooth transition discrimination of others discrimination of self Level 3 tension control therapy attitudes about speech and stuttering managing relationships;With the parents;Decisions about treatment: from: Blood, 1997;Decision 4: Design a system of documentation Decisions During Treatment Decision 5: Consider factors over which you have minimal control Decision 6: Establish realistic short-term goals ; Decision 7: Examine reasons for slow progress or failure to achieve goals Decision 8: Examine the clinician’s role in success of intervention;Decision 9: Determine whether stabilization of progress has occurred. Decision 10: Examine motivations for termination of treatment when progress has plateaued. ;Preschool child who stutters;Multifaceted treatment goals;Individualized Intervention Program;Multi-modal procedures;Intervening with the preschool child who is excessively disfluent but shows little or no struggle;Utilize a Fluency Enhancing Model (FEM) to Meet Child’s Needs Facilitate a rate reduction in the child’s speech Reduce other potential demands Set up talking time rules Support/expand the child’s positive image of self Occasionally pseudo-stutter and model an unconcerned attitude ; Goals of Therapy;modify stuttering by replacing it with less tense disfluencies provide fluency enhancing environment teach child the components of the fluency enhancing model ; Objectives of therapy; Procedures for therapy;child is reassured that speech is sometimes hard for everyone but that it is no big deal to have troub