DEMANDS & CAPACITIES MODEL (RESTART) FOR TREATMENT OF PRE-SCHOOL CHILDREN WHO STUTTER
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DEMANDS & CAPACITIES MODEL (RESTART) FOR TREATMENT OF PRE-SCHOOL CHILDREN WHO STUTTER

Product code: a5fe0075-3d22-fcf9-c120-5636cf2291e9

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This 3 day workshop is designed for speech and language pathologists who want to be trained to practice a Demands and Capacities based treatment for young stuttering children. This method was investigated in the RESTART trial (see www.restartdcm.org). Participants will practice with the selection of relevant assessment-factors and will practice their treatment skills so that they are able to use the method in their daily practice.

Treatment for children who stutter

By the late eighties, the Demands and Capacities Model (DCM) approach had emerged as the standard treatment in the Netherlands for young children who stutter. The exact procedure followed however varied extensively. In some cases, parents were only given advice (e.g. to speak to their child more slowly, while in other cases, speech therapists (fluency experts) gave, instead of advice, training to parents to achieve actual behavioural change. Some focused solely on reducing ‘demands’, while others also worked on reinforcing the ‘capacities’ of the child.

For purpose of a similar treatment approach during the study, the RESTART DCM Method manual was developed. In the final stage of the project, it was decided to make the protocol generally accessible.

Franken, MC., Putker-de Bruin, D. (2007). Restart-DCM Method. Treatment Protocol developed within the scope of the ZonMW project Cost Effectiveness of the Demands and Capacities Model based treatment compared to the Lidcombe Programme of early stuttering intervention: Randomised trial.
 

www.nedverstottertherapie.nl/wp-content/uploads/2016/07/RESTART-DCM.Method.-English.pdf

 

Learning outcome of 2 or 3-day workshop

Day 1: Participants will be able to describe the rationale of the DCM approach and DCM multifactorial assessment (2 hours); they will have practiced selecting relevant demands, conducting a parent-clinician conference cf. DCM approach (2 hours), and treatment skills regarding reducing motoric and linguistic Demands of the child and the environment (3 hours).

Day 2: Participants will have practiced treatment skills regarding reducing emotional and cognitive Demands of the child and the environment (3 hours), and increasing motoric , linguistic , emotional and cognitive Capacities (4 hours).

Day 3 – optional: participants will practice applying the (RESTART-)DCM approach in case studies; participants are invited to share their own cases (4 hours).

 

Trainers RESTART-DCM

 

Marie-Christine Franken graduated as a linguist (University of Nijmegen, 1985), speech-language therapist (Hogeschool Nijmegen, 1989), and qualified as a Fluency Expert (1991). Her PhD (University of Nijmegen, 1997) addressed evaluation of stuttering therapy. She has worked for more than 25 years combining clinical work, research and teaching. Currently, she is the principal pediatric speech-language researcher and clinical linguist – fluency expert at the Erasmus University Medical Centre, Rotterdam, The Netherlands and since 2015 a trainer of the RESTART DCM approach for clinicians.

Ellen Laroes graduated as a speech-language therapist (Hogeschool Heerlen, 1985) and qualified as a Fluency Expert (1986). She is registered as a European Fluency Specialist. Ellen works in her private practice specialized in fluency disorders and teaches Fluency Disorders at Zuyd Hogeschool, University of Applied Sciences, Heerlen, the. She is part of the education committee of the Dutch Association for Stuttering Therapy (NVST) and mentor for the European Clinical Specialization in Fluency Disorders (ECSF). Since the eighties, she has been working with the Demands and Capacities Model based treatment and since 2000 with the Lidcombe Program as well. She was one of the participating therapists in the RESTART trial and since 2015 a trainer of the RESTART DCM approach for clinicians.

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