Telehealth Delivery of Stuttering Intervention for School Aged Children
In this resource article, we will explore telehealth delivery of stuttering intervention for school-aged children which was not a common practice of service delivery before COVID-19.
Stuttering is a common speech fluency disorder that affects people of all ages and backgrounds. While it may be more prevalent in young children, it is important to understand that stuttering can also occur in school-aged children. The key to helping decrease stuttering in this population is early intervention, as without it, stuttering can become persistent.
Stuttering in the school years:
Stuttering is unlikely to naturally resolve without any intervention. Stuttering requires individual speech pathology with parents trained to complete daily ratings and home practice. Children who stutter are more likely to experience teasing and bullying, develop negative attitudes to their own communication, and be left out or socially isolated. It is important to note that stuttering is not related to a child’s language ability, intelligence, temperament, and anxiety.
Delivering fluency treatment via telehealth:
Various studies were sparked due to the outbreak of COVID-19, changing how we as speech pathologists delivered services more widely. Some of these studies specifically focused on how to deliver the Lidcombe Program via telehealth services, rather than face-to-face services. Evidence from these studies showed that delivering the Lidcombe program via telehealth provided successful outcomes and a sustainable therapy option. This evidence allows children who live in rural areas, or are not able to access face-to-face services for a variety of reasons, able to work towards their fluency outcomes.
What might a telehealth session look like?
The following is an example of a telehealth session:
Initial trouble shooting with the online platforms in every session.
Conversation with the child to gather a baseline conversation sample.
Discussion with the parent/child about the previous week’s practice including the child’s stuttering in practice and the students stuttering in their general conversation over the day/s.
The parent and child demonstrate the practice that they have been completing at home. The speech pathologist also models and educates the parent during their demonstration.
The speech pathologist reviews the next actions for the upcoming week for the parent and student and confirms the next session date.
The session concludes.
The above is an exact replication of Stage 1 Lidcombe Program, as per the Lidcombe Program Treatment Guide.
What did the parents/caregivers think about the delivery model?
Parents completed a nine month survey and were asked about their experience having the Lidcombe Program delivered via telehealth. All families agreed that the speech pathologist established and maintained a strong relationship with them and their child. The families reported that they felt prepared to start telehealth sessions and knew what sessions involved. The families explained that learning via telehealth was easy and was more convenient than attending face-face treatment at the clinic or school. Lastly, the families also highlighted that the quality of the internet allowed them to see and hear the speech pathologist at all times during the sessions.
Things to consider when delivering telehealth sessions:
Understanding and managing technology is critical
Logistical considerations can be time-consuming and challenging
Preparation and support are essential
Family engagement, acceptance, and independence with telehealth sessions can be facilitated by external support and coaching.
The Wonder Words approach
At Wonder Words Speech Pathology, we have a number of therapists who are trained in the Lidcombe Program. Here is how they incorporate our values into their therapy:
We Find the Fun
Incorporating the value of "We find the fun" in therapy with the Lidcombe Program can involve making the treatment sessions engaging and enjoyable for the client. Our speech pathologists can utilise playful and interactive techniques to create a positive and exciting environment. By incorporating games, toys, and age-appropriate activities, therapy sessions become a source of fun for the child, fostering their motivation and enthusiasm for participating in the program.
We Hustle
The value of "We hustle '' aligns with the dedicated and proactive nature of the Lidcombe Program. Our speech pathologists, along with parents or caregivers, work diligently to implement the program consistently and efficiently. This involves regular practice, monitoring the child's progress, and adjusting strategies as needed. The collaborative effort demonstrates a commitment to the child's well-being and progress, reflecting the value of perseverance and hard work.
We Respect and Connect
Respecting and connecting with the child is essential when implementing the Lidcombe Program. Our speech pathologists prioritise building a strong rapport and trust with the child, creating a safe and supportive space for them to express their thoughts and feelings about their stuttering. By valuing and acknowledging the child's emotions and experiences, therapists establish a meaningful connection, fostering a positive therapeutic relationship throughout the program.
We're in it Together
The value of "We're in it together" perfectly encapsulates the collaborative nature of the Lidcombe Program. The program emphasises the active involvement of parents or caregivers as key participants in the therapy process. Our speech pathologists work closely with families, providing guidance, support, and education about the program. Together, they form a team, united in their commitment to help the child decrease stuttering and improve their overall communication skills.
Please do not hesitate to reach out to us if you have any questions or concerns regarding fluency and stuttering.
