Stuttering Intervention in Three Service Delivery Models (Direct, Hybrid, and Telepractice): Two Case Studies

Authors

  • Daniel T. Valentine University of Montevallo

DOI:

https://doi.org/10.5195/ijt.2014.6154

Abstract

This study assessed outcomes in stuttering intervention across three service delivery models: direct, hybrid, and telepractice for two 11-year old children who stutter. The goal of the study was to investigate whether short-term goals were maintained through the telepractice sessions. The Stuttering Severity Instrument, Fourth Edition (SSI-4) was administered to each child before and after each intervention period and weekly fluency samples (percentage of stuttered syllables in a monologue) were obtained in each of the 10-week intervention periods. In addition, the Communication Attitudes Test-Revised was used to assess the children’s attitudes toward speaking. Following the telepractice period, parents and children completed a questionnaire concerning the therapy experience via telepractice. Both children continued to improve fluency as measured by the weekly fluency samples. SSI-4 severity ratings improved for one child and remained consistent for the other. These outcomes appear to demonstrate that telepractice is viable for improving and maintaining fluency.

  

Author Biography

Daniel T. Valentine, University of Montevallo

DTV is an assistant professor in the department of communication science and disorders at the university of montevallo, alabama. His research interests are in the ares of stuttering and school-age language disorders.

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Published

2015-01-29

How to Cite

Valentine, D. T. (2015). Stuttering Intervention in Three Service Delivery Models (Direct, Hybrid, and Telepractice): Two Case Studies. International Journal of Telerehabilitation, 6(2), 51–64. https://doi.org/10.5195/ijt.2014.6154

Issue

Vol. 6, No. 2, Fall 2014

Section

Case Studies

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