Volume 27, Issue 4 (1998)
Self-Modeling as an Intervention for Stuttering
Melissa Bray, Thomas J. Kehle
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 o 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.
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