Stuttering in Preschool Children: Direct versus Indirect Treatment

Autor/in	Nippold, Marilyn A.
Titel	Stuttering in Preschool Children: Direct versus Indirect Treatment
Quelle	In: Language, Speech, and Hearing Services in Schools, 49 (2018) 1, S.4-12 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/2017_LSHSS-17-0066
Schlagwörter	Stuttering; Preschool Children; Case Studies; Allied Health Personnel; Speech Language Pathology; Speech Therapy; Outcomes of Treatment; Males + Suchen Sie Ihr Suchwort? Stammer; Stottern; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Case study; Fallstudie; Case Study; Entwicklungsproximale Sprachtherapie; Logotherapie; Male; Männliches Geschlecht
Abstract	Purpose: The purpose of this article is to discuss the controversial topic of stuttering in preschool children and how to evaluate the options for treatment, emphasizing the role of external research evidence. Method: A hypothetical but realistic case study of a 3-year-old boy who stutters is described. Two contrasting approaches to treatment are presented, the Lidcombe Program (LP) and the demands and capacities model (DCM). Studies published in peer-reviewed research journals that have examined the effectiveness of each approach are summarized and critiqued. Results: The review indicates that the LP is the preferred treatment approach for stuttering in preschool children and that it offers the best opportunity for rapid success. Conclusion: The LP should be carried out by knowledgeable, experienced, and flexible speech-language pathologists who are able to accommodate the individual needs and differences of every child and family. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01