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Special Education & Communication Disorders

College of Education & Human Sciences

Stuttering Intervention Program (SIP)

Rebekah Pindzola, Ph.D.
Auburn University


Skill Area: Fluency
Age Range: Age 3 thru Grade 3

Program Overview

The Stuttering Intervention Program is intended as a complete package for fluency management in young children. It is particularly well-suited for preschool and school-aged children.  SIP is complete in that it contains procedures for assessing stuttering, guidelines for parent counseling and training, a direct fluency management program for the child, formats for individualized education programs, and an information packet for classroom teachers (ideal for conducting teacher in-services).

The treatment program is founded on the principles of event consequation, physiological maneuvers, and linguistic manipulation. The program proceeds in a length-complexity hierarchy making it suitable for fluency-disordered children with co-existing delays in language development. Treatment activities may be structured around various interactive language paradigms.

SIP  Goals

Part I: The Evaluation

Part II: The Parents

1.  To provide information regarding fluency development and stuttering.
2.  To identify factors that may disrupt or enhance fluency.
3.  To provide guidelines for managing episodes of stuttering.
4.  To train parents to model a new, fluent way of talking.
5.  To generalize child's fluency to parents and to home environment.

Part III: Treatment

1.  To decrease overall amount of disfluency.
2.  To identify fluency enhancers.
3.  To establish child's ability to model soft, smooth and slow speech targets.
4.  To provide increasingly more difficult speaking situations in
     which child can maintain fluency and receive positive feedback
5.  To extend fluency to environments outside the treatment room.

Part IV: The Schools

1.  To provide information regarding fluency development and stuttering.
2.  To develop observational and listening skills.
3.  To train teachers to model a new, fluent way of talking.
4.  To provide guidelines for classroom management of a stutterer.