Successful fluency treatment requires speech-language pathologists (SLPs) to draw from other fields such as behavioral analysis, psychology, and physiology to increase understanding of this multi•faceted disorder. The modified regulated breathing (MRB) treatment, a stuttering intervention based on behavioral approaches, has yet to be thoroughly explored and utilized in the field of speech language pathology (SLP). Additionally, this treatment strategy has been suggested to be important for generalization and maintenance of stuttering treatment outcomes in schools. The purpose of this single subject, multiple baselines design investigation was to identify effective methods to promote fluency of people who stutter (PWS) across academic settings by facilitating increased respiration through MRB. This investigation aimed to explore methods of diversifying traditional fluency therapy by promoting fluency across different types of academic settings as a larger part of therapy treatment, and increase the confidence and educational performance of students with fluency disorders by making the classroom a more positive setting for them to grow. Additionally, this investigation aimed to explore further education of SLPs and teachers regarding fluency therapy delivery in the classroom. Instruction in MRB was provided to two male participants (P#l age 12:5; P#2 age 12:11) with diagnosed fluency disorders. Treatment was provided in three settings, as follows: (1) traditional speech therapy room with the SLP, (2) therapy room with an unfamiliar visitor, and (3) classroom. Results indicated that increasing respiratory coordination utilizing MRB decreased the percentage of stuttered syllables (percent SS) produced when speaking across settings, versus no intervention. These positive results validate the need for further investigation of the MRB treatment to increase the fluency of PWS in school settings.
