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.
