Date of Award

1-1-2012

Language

English

Document Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

College/School/Department

Department of Educational and Counseling Psychology

Program

School Psychology

Content Description

1 online resource (xi, 108 pages) : illustrations

Dissertation/Thesis Chair

David Miller

Committee Members

Deborah May, Stacy Williams

Keywords

Elementary Students, Intervention, School Psychology, Self-modeling, Stuttering, Stuttering in children, Verbal learning, Self-monitoring, Self-efficacy, Anxiety in children

Subject Categories

Educational Psychology | Psychology | Speech Pathology and Audiology

Abstract

Stuttering is a disorder involving disruptions and disfluencies in speech that impacts overall communication and affects approximately 1% of the population. In addition to speech disfluency, stuttering is often related to physical tension, embarrassment, fear, anxiety, and other negative social-emotional problems, especially for children and adolescents. Fortunately, research indicates that stuttering can be alleviated before becoming more advanced and complex as individuals enter adolescence and adulthood. Self-modeling, an intervention that involves individuals watching themselves engage in exemplary behavior, appears to be particularly effective for individuals who stutter and can be implemented in a school setting. The purpose of this study was to assess the effectiveness of self-modeling in reducing disfluency and secondary characteristics associated with stuttering, as evidenced by direct observations and other dependent measures. Participants in this study included three elementary students, ages seven to twelve, from public schools within the Albany City School District in Albany, NY. The results were idiosyncratic, although each student demonstrated increased fluency through at least one of the assessment measures used (i.e., objective or subjective data).

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