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Printable Handouts
Navigable Slide Index
- Introduction
- The aim of Palin PCI
- A successful outcome
- A multifactorial framework
- A multifactorial model
- Therapeutic approach: core values
- Assessment
- Aims of assessment
- The full assessment
- Assessment session 1
- Video of parent-child Interaction
- Screening of communication skills
- Assessment of stuttering
- Summary chart
- Summary chart: assessment
- What does this child need?
- Analysis of PCI video (1)
- Interaction strategies (1)
- Analysis of PCI video (2)
- Assessment session 2
- The Palin parent rating scales
- Content of case history
- Formulation
- Therapy recommendations
- Therapy
- Palin PCI has 3 main strands
- Interaction strategies (2)
- Interaction research
- Underlying vulnerabilities
- Principles underlying Palin PCI
- Overview of Palin PCI
- Interaction therapy session
- Video
- Family strategies
- Consolidation period
- Review session
- Child strategies
- Other strategies
- Evidence for Palin PCI
- Results
- Summary (1)
- Summary (2)
- The role of the therapist in Palin PCI
- Acknowledgements
- References (1)
- References (2)
- References (3)
- References (4)
- References (5)
Topics Covered
- Multifactorial model of onset & development of stuttering
- Therapeutic approach: core values
- Risk factors for young children who stutter
- Screening for vulnerability to persistence and appropriate care pathways
- Assessment of stuttering
- Principles of Palin parent-child interaction (PCI) therapy
- Using video analysis in PCI therapy
- Three main strands of PCI therapy: interaction, family, child (strategies)
Talk Citation
Kelman, E. (2016, November 30). Palin parent-child interaction therapy [Video file]. In The Biomedical & Life Sciences Collection, Henry Stewart Talks. Retrieved December 6, 2024, from https://doi.org/10.69645/MXHW6080.Export Citation (RIS)
Publication History
Financial Disclosures
- Ms. Elaine Kelman has not informed HSTalks of any commercial/financial relationship that it is appropriate to disclose.
Other Talks in the Series: Speech Dysfluency
Transcript
Please wait while the transcript is being prepared...
0:00
This presentation is about
Palin Parent-Child
Interaction Therapy,
which is an intervention
for early childhood stuttering.
My name is Elaine Kelman.
I'm a consultant
speech and language therapist
and head of
The Michael Palin Centre for Stammering
in London, in the UK.
I'll be using
the term stuttering
and stammering interchangeably
as they mean the same thing.
0:28
Palin Parent-Child
Interaction therapy
or Palin PCI, as I will call it,
aims to reduce stuttering
and any associated anxiety
by working with the parents
to facilitate
the child's natural fluency.
The approach
is described in detail
in this clinical manual
by Kelman and Nicholas.
In this presentation,
I'll briefly present
a clinical application
of this approach.
0:58
So the aim of Palin PCI:
We consider a successful outcome
to be a child
who is communicating as fluently
and effectively as possible
with confidence
and with pleasure,
and parents
who feel less anxious
and more knowledgeable
and confident
to support their child.
1:19
Palin PCI is based
on a multifactorial framework
for the understanding
of the onset
and development of stuttering.
1:29
This includes physiological,
linguistic, environmental,
and psychological factors
which interact with each other.
Physiological factors
may be neurodevelopmental,
genetic,
or constitutional factors.
Linguistic factors might be
the child's speech
and language levels,
whether they're advanced,
whether there are deficits,
or whether there are mismatches
in the child's skills
across the speech
and language domains.
Environmental factors
may be a child who stammers,
finding it harder to be fluent
in the context
of typical
adult-child interactions,
or it may be the impact
of daily life demands
and environmental changes,
or it may be
that the child's experiencing
teasing and bullying.
Psychological factors
might be temperamental factors.
We know from research that children
who stammer are more reactive
and less able to regulate
their emotions.
It may be the impact
of emotional arousal
on the child's fluency.
For example,
if they're excited or anxious,
there may be speech related anxiety,
and this can be evident
from a young age
and can increase with age,
or it may be the emotional impact
on stuttering
on the parents' behavior
and the way
they manage their child;
or the emotional impact
to stuttering
on the child's behavior,
for example,
if they begin to avoid speaking
or it affects their mood
or their social friendships.
The large body of research evidence
for these factors
is available in the references
at the end of this presentation.