EARLY INTERVENTION FOR STUTTERING IN PRESCHOOL-AGED CHILDREN: A COMPARATIVE ANALYSIS OF THE LIDCOMBE AND RESTART-DCM PROGRAMS

Abstract

This article presents the results of a comparative analysis of current early speech-language intervention programs for stuttering in preschool-aged children, the Lidcombe Program and RESTART-DCM. The relevance of this study stems from the need for early detection of speech fluency disorders, timely intervention, and the implementation of evidence-based approaches aimed at reducing the risk of persistent stuttering, supporting the child’s communicative development, and improving the family’s quality of life.

The purpose of this article is to conduct a comparative analysis of the Lidcombe Program and RESTART-DCM, identify their theoretical foundations, characteristics of practical application, advantages, and limitations within the system of early speech-language therapy for children with stuttering. The study was conducted by analyzing current international scientific publications, clinical guidelines, and methodological manuals on early intervention for speech fluency disorders.

It was found that the Lidcombe Program is based on the principles of a behavioral approach and involves direct intervention aimed at reducing stuttering through systematic positive reinforcement of fluent speech and the use of feedback. A distinctive feature of the program is the active participation of parents, who, after receiving training from a speech-language pathologist, implement therapeutic strategies in their daily communication with their child. The program’s effectiveness has been confirmed by the results of clinical studies and systematic reviews.

The RESTART-DCM program is based on the Demands and Capacities Model and implements an indirect, family-centered approach. The program’s primary goal is to achieve a balance between the demands of the communicative environment and the child’s capacities by optimizing interaction and reducing excessive linguistic, emotional, cognitive, and motor demands.

A comparative analysis showed that both programs share common characteristics: early intervention, a structured therapeutic process, active parental involvement, and systematic monitoring of outcomes. At the same time, the Lidcombe Program focuses on directly changing the child’s speech behavior, whereas RESTART-DCM aims to modify the communicative environment and develop the child’s capabilities.

It was concluded that it is advisable to apply international experience in early intervention for stuttering in Ukraine, taking into account the need to adapt evidence-based programs to the national system of speech-language pathology care.