Self-Modeling as an Intervention for Stuttering

Abstract

This investigation employed a multiple baseline design across individuals with a long-term follow-up to examine the effects of self-modeling as an intervention for stuttering in 3 adolescent students. Self-modeling is defined as the positive change in behavior that results from repeated observations of oneself on edited video tapes depicting exemplary behaviors. The students viewed three 5-minute edited video tapes of themselves speaking fluently on 6 occasions over 5 weeks. After viewing the intervention tapes, students' stuttering fell substantially below baseline levels. The reduction in stuttering generalized to settings both within and outside of school, and was maintained throughout 18-, 15-, and 13-months of observation (for Students 1, 2, and 3 respectively), during which time the students were allowed to self-administer their treatment video tapes. Results of a 2-year follow-up indicated that Student 3 did not stutter in his conversational speech, Student 1 maintained the treatment effect, and Student 2 evidenced some deterioration.

Additional information

Notes on contributors

Melissa A. Bray

Melissa A. Bray is presently completing her PhD in School Psychology at the University of Connecticut. Her research interests involve the design of interventions for children with communication and behavior disorders.

Thomas J. Kehle

Thomas J. Kehle is Professor and Director of School Psychology at the University of Connecticut. His research interests involve the design of interventions, specifically self-modeling, for children with a variety of handicapping conditions.