Lidcombe News Edition 31st - Montreal Fluency

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Hot Tips The following ideas are essentially for rewards (on the star chart theme) during the unstructured part of treatment and are given out occasionally and unpredictably during the day in conjunction with all the verbal contingencies. They help to make the parental feedback more meaningful to the child, and also prompt the parent to remember to give it! Some of you will have seen a few of these before but newcomers may like to try them out. They are ideas compiled by Mary Kingston, Rosemarie Hayhow and Lizzie Hunt from their own clinics but most of them were thought up by the parents themselves. If you are looking for a new idea for a star chart, how about this one from Lizzie Hunt in Cambridge? Instead of a chart use a parcel, and instead of sticking on a star, take off a layer of paper! In other words ‘pass the parcel’, with the prize inside to make praise for good talking extra special. A parent of a child I have been seeing came up with another good idea, for the same process. Instead of stars her son won cardboard arrows, and when he had won the requisite number she laid them down as a Treasure Hunt trail which he then followed around until he found his prize. More hot tips from Lizzie in Cambridge! One of her parents came up with this idea for a reward. Instead of using a star chart the child drew a picture of the prize they were going to win, cut it up like a jigsaw, and then won the pieces one by one. The child could then see the reward growing in front of his eyes! One of Rosemarie’s parents drew a page of stick people without faces and the reward was to put a smiley face sticker onto each one. Another idea on the star chart theme is to draw some sheep in a field and stick a piece of cotton wool onto each one as the reward. A similar idea would be to draw a snail with a spiral shell which is divided into segments, and then put a sticker, or colour in each section. Again on the same theme, a parent of mine had the idea of making a train track (her son was mad on trains) and putting stickers into the sections. The final reward was at the station where her son had drawn a picture of what he was going to win when he got there. One parent of Rosemarie’s had the idea of drawing each letter of their child’s name onto a page in a scrap book. They made each letter quite wide so that there was space to fill it up with stars. 10
This is the third article about the introduction of the Lidcombe Program training outside of Australia, this time to Germany. Tina Latterman and her colleague Anna Hearne, are members of the Lidcombe Program Trainers Consortium, and Tina has also conducted a Randomised Controlled Trial of the programme (to be discussed in the next edition of the Lidcombe News). Introducing the Lidcombe Program to Germany – Laying foundations for something new Christina Lattermann The idea of introducing the Lidcombe Program to Germany was born in 2001 and has kept us busy ever since. At the time, Anna Hearne (nee Huber) and I were both were “Germans living in exile”. Anna was completing her PhD at the ASRC in Sydney with Mark Onslow and Ann Packman, investigating treatment for adolescents who stutter and working as a clinician. I was completing my Masters at McGill University in Montreal, where I was introduced to the Lidcombe Program by Dr. Rosalee Shenker. I had worked as a clinician for seven years in Germany before and treatments of choice for preschool children who stuttered were mainly indirect approaches or stuttering modification techniques. The Lidcombe Program definitely fascinated me as an alternative approach, in particular as it was tailored for the very young children and involved the cooperation of their parents. I was thrilled when Rosalee Shenker offered me the opportunity to learn in depth about the program and mentor me at her clinic during the course of my studies at McGill. In addition, Barry Guitar took me on for a three month internship at the University of Vermont in 2002, where I had the great fortune to work with him, Melissa Bruce and Julie Reville. After completing my Masters in March 2003, I returned to Germany and was invited by Dr. Katrin Neumann at the University of Frankfurt, Hessen, to initiate a PhD project involving the Lidcombe Program. We decided to investigate whether, in the short term, the Lidcombe Program results in reduction of stuttered speech beyond what would be expected due to natural recovery. In addition to this project, I worked in private practice exclusively treating children with the Lidcombe Program in Bavaria. After two years of intensive emailing, Anna and I met for the first time in the fall of 2003 in Germany to give our first presentation about the Lidcombe Program. At this time the approach was met with overwhelming scepticism and rejection by many colleagues. This was to be expected as behavioural techniques have been considered controversial in the European “therapeutic landscape” for the last few decades. Nevertheless, we kept on presenting about the program and treating children in Germany. Towards the end of 2003 the first children I treated in Hessen and in Bavaria had entered Stage II. (My sincere thanks to Anna Hearne and Rosalee Shenker for great mentoring and patient trouble-shooting all the way through!) So we were now able to present data, video clips and parental comments regarding the treatment at following conferences. 11
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Lidcombe News Edition 31st - Montreal Fluency

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