Self-modeling as an intervention for stuttering

Author(s): Kehle, T. J.

Journal/Book: School Psychol Rev. 1996; 25: James Madison Univ, Dept Psychol, Harrisonburg, VA 22807. Natl Assn School Psychol. 358-369.

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 re 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.

Note: Article TJ Kehle, Univ Connecticut, Dept Educ Psychol, Sch Psychol, 249 Glenbrook Rd, U-64, Storrs, CT 06269 USA

Keyword(s): SPEECH NATURALNESS; AUDIOVISUAL JUDGMENTS; BEHAVIOR-MODIFICATION; ADULT STUTTERERS; CHILDREN; EFFICACY; MUTE

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