Background: Speech is a process that requires coordinated and rapid movements of the tongue, lips, jaw, larynx, vocal cords and teeth. Many factors disrupt this process, one of which is stuttering, which appears as the involuntary repetition or dragging of sounds or syllables. Therefore, the aim of this research is to investigate the effect of bibliotherapy on improving the speech of children with stuttering.
Methods: The type of interventional applied study and the research method was single-subject design and A-B-A model. The statistical population was children with stuttering in Isfahan city, placed in age group C, and only one sample remained due to the drop of samples, and bibliotherapy sessions were held for her at Isfahan University of Medical Science. In this method, there was no intervention or change in the A1 and A2 stages intervention was done only in stage B, and before and after the intervention, the severity of stuttering was measured with the SSI4 tool.
Findings: The findings showed that before the intervention, the studied variables, i.e., the percentage of stuttered syllables (SS%) and the stuttering rate (SR) in two modes of reading from the text and conversational speech, had an upward trend, but with the implementation of bibliotherapy sessions and in the intervention phase, the trend decrease and the high percentage of non-overlapping data (PND) also indicate the effectiveness of the intervention.
Conclusion: The results indicated that bibliotherapy effectively enhanced speech fluency in the studied sample and resulted in a decrease in the severity of stuttering.