| A mixed design was used to study the effect of video-self modeling (VSM) on the fluency maintenance, self-efficacy, and affective and cognitive reactions to stuttering of clients who had recently completed an intensive stuttering program. Eleven clients were randomly assigned to either a VSM group or a control group. VSM group members were instructed to watch self-modeling samples over a six-month period. Self-modeling DVDs were created from post-treatment speech samples and edited to remove moments of stuttering. Speech samples were, obtained immediately post treatment and every second month and analyzed for percent syllables stuttered and syllables per minute. Post-treatment and six-month follow-up measures of self-efficacy and affective and cognitive variables were also collected. The VSM group demonstrated a significantly higher level of fluency at the end of six-months. However, as a result of existing group differences prior to the introduction of VSM, no conclusions could be drawn about its effectiveness. |
