Self-Modeling as an Intervention for Stuttering

Abstract

This investigation employed a multiple baseline design across individuals with a follow-up to study the effects of self-modeling as an intervention for stuttering in 4 school-aged students with diagnosed stuttering disorders. The students viewed two 5-minute edited videotapes of themselves speaking fluently on 7 occasions during a period of 6 weeks. Subsequent to viewing the intervention tapes, all students evidenced a decrease in stuttering that fell below baseline levels. The increased fluency generalized to social settings within school, and was maintained throughout follow-up. The results, although less dramatic, replicated those of an earlier study and therefore increased the external validity of the treatment.

Additional information

Notes on contributors

Melissa A. Bray

Melissa A. Bray, PhD, is an Assistant Professor in the School Psychology Program, St. John's University, Jamaica, New York. Her research interests include interventions that address children's articulation and fluency problems, classroom participation, and adolescent cigarette smoking.

Thomas J. Kehle

Thomas J. Kehle, PhD, is a Professor in the School Psychology Program, University of Connecticut, Storrs, CT. His research interests include interventions that promote academic, social, and health-related issues.