Welcome to North American branch of the Lidcombe Program Trainers Consortium.
What is the Lidcombe Program?
The Lidcombe Program is a behavioural speech therapy for children who stutter. It works best when they are aged roughly 2 to 6 years old, but it may also be suitable for some older children. The program takes its name from the suburb of Sydney where the Australian Stuttering Research Centre (ASRC) was located.
It is a direct treatment administered by a parent in the child’s everyday environment. During weekly visits, the speech and language therapist teaches the carer to make positive comments about the child’s speech at specific times during the day. They observe how the parent delivers the treatment during visits and offer feedback and guidance. This step is essential, because it is the therapist’s responsibility to ensure that the treatment is performed appropriately and is a positive experience for everyone involved.
To measure the progress of the treatment in increasing fluency, the therapist teaches the parent to rate the severity of the child’s stuttering daily on a scale from 0 to 9. The ratings are discussed weekly with the speech clinician. Once stuttering is either eliminated or at an extremely low level, the maintenance stage 2 starts and lasts about a year, while the frequency of weekly visits decreases. The aim of this stage is to keep stuttering, which is prone to relapse, from returning. For maximum benefit to the child, it is very important to work with a clinician who is trained and experienced in this treatment. However, for a general summary you can also download the Lidcombe Program Treatment Guide free of charge by clicking here. This guide by no means eliminates the need to work with a trained professional.
If you are a speech and language practitioner and you would like to follow a Lidcombe Program training, see our Upcoming Events to sign up for our next workshop!
For more information about the program, please visit the Lidcombe Program Trainers Consortium website.
ASHA CE Provider approval and use of the Brand Block does not imply endorsement of course content, specific products, or clinical procedures.
LIDCOMBE PROGRAM: COURSE DESCRIPTION
This workshop provides basic training in the Lidcombe Program, an evidence-based behavioural intervention to treat stuttering in preschool aged children. SLPs will identify efficacy data, apply the Lidcombe program principles, and learn the necessary problem solving skills to apply the program with children and parents.
The Lidcombe Program was developed as a continuing education workshop by Professor Mark Onslow, Director of the Australian Stuttering Research Centre (ASRC) of the University of Technology, Sydney, Australia. There are no other similar products available. This course will only cover information that pertains to the safe use of the above-named product. This presentation will focus exclusively on and will not include information to other similar or related products.
Satisfactory Completion Requirements:
12 live contact-hours for successful course completion. The workshop is interactive and requires learners’ participation and attendance to all 12 hours. The course is not recorded.
LEARNERS OBJECTIVES:
As a result of this activity the participant will be able to:
Identify literature and efficacy data that support the use of the Lidcombe Program with preschool children who stutter,
Use the Lidcombe Program in clinical practice,
Demonstrate appropriate problem-solving with other Lidcombe trained clinicians.
Time Ordered Agenda
Throughout the workshop attendees are encouraged to submit their questions in a Google doc that is followed daily by the presenters during the workshop and left on-line for 2 weeks following each workshop. 12 contact hours.
Module 1.
This module introduces the program by presenting a brief overview of the workshop, introduction of the presenters and attendees, and presentation of the evidence-base. The measurement portion of the workshop is introduced and provides opportunities for attendees to practice rating stuttering severity using the 11-point scale and charting daily/weekly severity ratings. Attendees will have the opportunity to problem solve issues that may arise during the training of the parent at this stage. 3 hours.
9-9:15 Introduction of participants and their experience
9:15-9:30 - Overview of the Lidcombe Program
The major steps in the program are outlined to provide a full description of the program that orients participants to the basic stages of treatment.
9:30-10:30 – The Lidcombe Program Evidence base (Clinical Research)
This section describes and discusses questions that parents and professionals ask about the Lidcombe Program that can be answered by the clinical research. This section ends with discussion among participants and questions answered.
10:30-10:40 – Coffee Break
10:40-12:15 – Measurement
The objectives/rationale of measurement are presented with video examples, practice activities, group problem solving discussion so that presenters fully understand the importance of this first stage of the Lidcombe Program in the full treatment.
Module 2
This module describes the verbal contingencies, of which there are 5 types: 3 for stutter-free speech and 2 for stuttering. It introduces and describes training of the parent to provide daily practice sessions and progress to providing verbal contingencies in natural conversations of daily life. All material is enhanced by descriptive and informative video clips and group discussion and problem-solving experiences. Attendees have an opportunity to practice providing verbal contingencies for stuttering and stutter-free speech (fluency). 3 hours.
9-9:15 – Review of module 1 and questions arising from the first day
This includes questions that may have been put on the google.doc that is available to all participants.
9:15-9:45- Conclusion of measurement including group problem solving
This includes presentation of common problems that may occur with measurement and could be barriers to treatment progress, with small group discussion and presentation of possible solutions using the measurement procedures as examples. Please note that when the group size is small, problem solving may be done with the entire group.
9:45-10:30 – Parent Verbal Contingencies in the Lidcombe Program
In this section each of the 3 contingencies for stutter-free speech and the 2 contingencies for stuttering are presented with video examples. Participants will have an opportunity to practice the verbal contingencies in small groups or pairs, and share feedback to the group regarding their ability to model these verbal contingencies.
10:30-10:40 – Coffee Break
10:40-11:15 – Parent Verbal Contingencies, continued and completed
11:15-12:15- Treatment in Practice Sessions
Participants are first introduced to the use of verbal contingencies in practice sessions. This includes the rationale, procedures and description, which are complemented by comprehensive video tape examples of each point and demonstration of practice sessions. The module ends with a question period for participants to clarify any confusion they may have.
Module 3
This module concludes treatment in natural conversations and takes the participants through a typical stage 1 visit in detail, with video clips describing each point of treatment. There is ample opportunity for discussion and practice. 3 hours
9-9:15 – Review of Module 2 and any questions arising
9:15-10:00 – Treatment in Natural Conversations
This section discusses the nature of and importance of providing verbal contingencies during the natural conversations of the child’s day. It describes how to progress from practice sessions to natural conversation, and is accompanied by descriptive videos that demonstrate this procedure.
10:00-10:30- Videos of parents providing verbal contingencies and group discussion.
Participants then practice giving verbal contingencies in practice sessions in small groups or pairs.
10:30-10:40- Coffee Break
10:40-12:15 – Overview of a Typical Stage 1 Session (with Videos)
Stage 1 of the Lidcombe Program is reviewed in detail, with accompanying videos to demonstrate each step of the program and answer all questions pertaining to the Stage 1 procedures to the satisfaction of all participants.
Any questions arising from the first 2 modules are also discussed, as well as questions comments on the google.docs.
Module 4
The final module presents Stage 2 of the Lidcombe Program as well as a detailed discussion of parents’ perceptions of the Lidcombe Program, which can be helpful in preparing for new clients. Attendees participate in 6 problem-solving scenarios arising from treatment to practice using the problem-solving aspect of the Lidcombe Program. Discussion in this module is often customized to respond to the unique questions of all participants. Questions about older children, children with other speech and language concerns in addition to stuttering, bilingual children often arise in this portion of the workshop and can be discussed as they pertain totreatment with the LP. 3 hours
9:00-9:15 – Review of Module 3 and questions arising pertaining to any module to date.
9:15-10:00- Stage 2 of the Lidcombe Program
This portion introduces the Stage 2 of the Lidcombe Program and includes the criteria for entering Stage 2, procedures for strategically reducing the frequency of clinic visits, criteria to be maintained to continue to progress in Stage 2, and problems that may be encountered. All this information is supplemented by videos and group discussion of potential problems to be solved.
10:00-10:30- Parent Experiences and Perception of the Lidcombe Program
Two studies of parent’s experiences using the LP are presented to provide participants with information that is essential to preparedness for the needs of parents throughout treatment with the program. This information can be a helpful guide to anticipation and organization of treatment that supports all parents’ needs.
10:30-10:40 – Coffee Break
10:40-11:30- Case Problem Solving
Six (6) different case scenarios that are commonly seen as challenges during treatment, are presented for small group problem solving. This portion of the workshop gives participants an opportunity to use the information from this workshop to begin to problem solve challenges to progress during the treatment. Depending on the size of the group, this may be done as one large group.
11:30-12:15 – Discussion of questions/issues arising from the workshop.
Any questions that were identified on Day 1 of the workshop that have not been answered are discussed at this time, and participants can ask any further questions that have arisen from this training. Information regarding follow up, mentoring opportunities, on-line support, community of practice, and any other support offered by Stuttering-Montreal, is presented at this time.
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This workshop is available only to Speech Language Pathologists. Speech therapy. Aides and/or parents are not permitted to take this workshop as per the recommendations of the ASRC.
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Participants currently receive workshop materials 2 days prior to the scheduled presentation and although it is recommended that they review them, this is not required for participation in the workshop.
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If a participant cancels within 1 month of the date of the workshop, they receive the option of rescheduling with full credit to another workshop or receiving a full refund, minus a $50 administration fee, which is discretionary by our organization, depending on the circumstances of the cancellation. For example, if there is a waiting list for the workshop, we may not charge the administration fee.
When a participant cancels less than one month before the start of the workshop, we provide partial refund or credit/reschedule of the workshop as an option.
Cancellation 15-30 days before the workshop – 50% Refund.
14 days before the workshop – no refund; 50% refund if we can fill the space.
Course cancellation or rescheduling by your organization.
Stuttering-Montreal has the right to cancel a scheduled workshop one month prior to the announced date and participants are eligible for a full refund or full credit to another LP workshop.
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Complaints regarding one of our Lidcombe Program Workshops can be addressed by email to Lynn M., Maher by email to lmmaher@uh.edu.
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12 live contact-hours for successful course completion. The workshop is interactive and requires learners’ participation and attendance to all 12 hours. Small and big-group discussions as well as ongoing interaction happens throughout the workshop. The course is not recorded.
Upcoming Lidcombe Workshops English
1.2 ASHA CEUs, Intermediate Level
Sep 29, 30, Oct 6, 7, 2024
9am- 12.15pm
Nov 29, 30, Dec 1, 2, 2024
9am- 12.15pm
Montreal-New-York Time
Community of Practice Meetings
Community of Practice Meetings are held a few times a year. If you would like to be in the know for our next meeting, please sign up to our newsletter at the bottom of this page. Please note that our next community of practice will hold this webinar:
Using the Comprehensive Stuttering Program to Support Positive Attitudes about Stuttering while Managing Fluency
Holly Lomheim, Clinic Director of the Institute for Stuttering Research and Treatment (ISTAR) in Edmonton Canada
Thursday, May 30, 2024; 12 noon-1:15 pm
Montreal or New-York City Time
The Lidcombe Program Trainers Consortium-North-America (LPTC-NA)
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Rosalee C. Shenker
Ph.D., Speech Language Pathologist, Stuttering Specialists Montreal
Speaker's Disclosures:
Financial: I receive a speaking fee for presenting the workshop
Non-Financial: I am a member of the Lidcombe Program Trainer’s Consortium, for which I receive no further compensation.Rosalee C. Shenker has specialized in stuttering for over 40 years, choosing during the past 30 years to focus on treatment of children. She is founder of the Montreal Fluency Centre, a non-profit clinic specialising in treatment of children with speech, language, and literacy concerns, as well as stuttering. An expert in her field, she has taught at McGill University for 20 years, and is a founding member of the Lidcombe Program Training Consortium. She has provided invited presentations, workshops and mentoring to over 3000 clinicians in Canada, USA, France, Italy, Croatia, Argentina and Israel.
Rosalee has published in peer-reviewed journals and contributed chapters on stuttering to various textbooks. Her most recent work involves the treatment of bilingual children who stutter. Rosalee is the proud grandmother of four adorable children.
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Melissa C. Bruce
M.S., CCC-SLP, BCS-F, F-ASHA
Speaker's Disclosures:
Financial: I receive a speaking fee for presenting the workshopNon-Financial: I am a member of the Lidcombe Program Trainer’s Consortium, for which I receive no further compensation.Melissa resides in Colorado after retiring in 2018 from her position in academia as Director of the University of Houston Speech, Language and Hearing Clinic, the training facility of the UH Department of Communication Sciences and Disorders. Prior to her position at UH, she was Clinic Director at the University of Vermont. While Clinic Director at both universities, she developed and implemented clinical training to introduce graduate students to The Lidcombe Program. She is a Charter Member of the Lidcombe Program Training Consortium (LPTC) and member of the LPTC-North America. Currently, she is engaged in consulting, private practice and conducting workshops on a part-time basis. She earned her BA Degree from Henderson State University and her MS Degree from Purdue University.
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Christina Lattermann
Ph.D., S-LP
Speaker's Disclosures:
Financial: I receive a speaking fee for presenting the workshopNon-Financial: I am a member of the Lidcombe Program Trainer’s Consortium, for which I receive no further compensation.Christina graduated in the field of Speech-Language Pathology from the Westfälische Wilhelms University in Münster, Germany, in 1993. During the seven years following graduation, she specialized in voice disorders, developmental language delay and stuttering. In 2003 she earned her Master of Science in Speech-Language Pathology from McGill University and received her Ph.D. from the University of Kassel, Germany, in 2006. She has been a member of the Lidcombe Program Trainers Consortium since 2005 and introduced the Lidcombe Program in Germany. Christina works in private practice in Montreal, where she specializes in treating clients who stutter across all ages. She is an Assistant Professor at the School of Communication Sciences and Disorders, McGill University, and teaches courses in Fluency Disorders and Counseling.
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Carla Di Domenicantonio
M.H.Sc., S-LP
Speaker's Disclosures:
Financial: I receive a speaking fee for presenting the workshopNon-Financial: I am a member of the Lidcombe Program Trainer’s Consortium, for which I receive no further compensation.Carla was amongst the first group of Canadian Speech-Language Pathologists to be trained in the Lidcombe Program, after she graduated from the University of Toronto. She has since had a career-long interest in stuttering and uses different approaches to treat both children and adults. She is a strong advocate for stuttering support groups at the national and local levels, since her involvement with such organisations early in her career opened her eyes to the ‘real world experience’ of being a person who stutters. She hopes to bring out the same sensitivity in new and established S-LPs, so that they may feel better equipped in their practice. In addition to proudly representing Canada as a member of the LPTC-NA and the International Cluttering Association, Carla is also on the Board of the Canadian Stuttering Association.
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Gissella Santayana
M.H.Sc., S-LP
Speaker's Disclosures:
Financial: I receive a speaking fee for presenting the workshopNon-Financial: I am a member of the Lidcombe Program Trainer’s Consortium, for which I receive no further compensation.Gissella is a passionate speech-language pathologist who works in English, French and Spanish. After completing a Bachelors’ degree in molecular biology (with a minor in Russian, because she has always loved language!), she pivoted her career towards Speech-Language Pathology. She has now accrued over 15 years experience in the treatment of stuttering. Gissella’s approach is rooted in several different methodologies - she works from the Lidcombe and Camperdown program programs, solution-focused brief therapy, and is additionally trained in Level 1 CBT (Cognitive Behavioural Therapy). In addition to her clinical practice, Gissella provides continuing education for speech-language professionals through Lidcombe Program workshops and has co-authored articles pertaining to stuttering assessment and treatment.
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