Long-term follow up of self-modeling as an intervention for stuttering

This brief article reports a long-term follow-up of the effects of self-mod eling on the reduction of stuttering in two groups of students who initiall y evidenced different mean percentages of stuttered words. The 2- and 1-yea r follow-up is based on 7 students who were involved in two separate studie s published in 1996 and 1998. The 3 students involved in the 1996 study who initially exhibited substantially higher mean percentages of stuttered wor ds relative to the students involved in the 1998 study, maintained their tr eatment effects after 4 years. Specifically, 2 students exhibited normal fl uency by evidencing at or below 4% stuttered words; the third student exhib ited near fluency with 5% stuttered words. Similarly, Students 2 and 4 invo lved in the 1998 study maintained their treatment effects and exhibited nor mal fluency by evidencing at or below 4% stuttered words. The remaining 2 s tudents (1 and 3), who were fluent at the end of the study, evidenced an in crease to 7% stuttered words, which is indicative of dysfluency.