The reason for not using contingencies for self-evaluation of stuttering is that the focus would then be on stuttering rather than stutter-free speech. It may become negative to ask the child to dwell on stuttered speech. If on the other hand we request self-evaluation of stutter-free speech, it is another way of praising and reminding the child that they are doing well. It is not used to encourage them to evaluate their stuttered and stutter-free speech, as this is not something we set out to teach in the Lidcombe Program.
If however the child spontaneously self-evaluates their stuttered speech then the parent could reinforce the accurate appraisal of their speech. Also, one of the optional verbal contingencies in the Lidcombe Program is praise for self-correction of stuttered speech.