Teaching and Learning Process
Module-based intervention methods are used to achieve the target behaviours in the programme. Within each module, direct or indirect approaches are selected according to the individual's needs.
Fluency
To develop fluent speech, manage disfluency and reduce negative attitudes towards fluency, approaches such as fluency shaping, the Lidcombe Early Stuttering Intervention Programme, stuttering modification, and environmental and behavioural adjustment are used.
Language
To develop receptive and expressive language skills, natural language teaching methods; behavioural intervention methods (discrete trial teaching, functional communication training, incidental teaching); clinician-centred, case-centred and hybrid approaches; and family- and peer-mediated methods are applied.
Acquired Language
So that comprehension and expression can be used for effective everyday communication, traditional approaches (stimulation approach, thematic stimulation, melodic intonation therapy), psycholinguistic approaches, disorder-specific approaches and communication-supportive approaches are used.
Speech Sounds
To discriminate speech sounds and produce them correctly, consistently and in line with the phonological features of the language, behavioural, traditional and phonological approaches (minimal pairs, cycles approach) are used.
Motor Speech
To plan the movements required for appropriate phonetic and prosodic structure and to achieve consistent respiration, phonation and resonance with adequate muscle tension, compensatory and restorative approaches are used.
Resonance
To eliminate compensatory speech-sound errors caused by phoneme-specific nasal air escape and hypernasality, behavioural therapy methods using visual, verbal and tactile cues are applied.
Voice
The aim is to bring the individual's voice quality, pitch and loudness into a range appropriate for their age and sex; vocal hygiene education and direct voice therapy techniques are applied.