Self-Modeling as an Intervention for Stuttering

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.