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.