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Psychology Education and Counseling Department, Farhangian University of Tehran, Tehran, Iran. , mohammadbardel@gmail.com
Abstract: (32 Views)
Background: Stuttering is one of the most prevalent neurodevelopmental disorders of childhood, commonly emerging during early developmental periods and frequently persisting throughout the school years. This condition is associated with numerous psychological consequences, including social anxiety and diminished academic resilience, which can significantly impair students' educational performance and overall quality of life.
Aims: The present study aimed to investigate the effectiveness of a lived-experience-based acceptance and commitment therapy (ACT) program on social anxiety and academic resilience in students with stuttering disorder.
Methods: The research adopted a single-subject design with a non-concurrent multiple baselines across participants. The statistical population comprised all senior high school students with stuttering disorder in Khoy City, Iran, during the 2021-2022 academic year. Three participants were selected through convenience sampling. Data were collected using the Social Anxiety Questionnaire (Connor et al., 2013) and the Academic Resilience Questionnaire (Samuels, 2017) at baseline, intervention, and follow-up stages. The lived-experience-based ACT program (Bardel et al., 2022) was delivered over eight intervention sessions. Data were analyzed using visual and graphical analysis methods.
Results: The results of visual analysis revealed that the lived-experience-based ACT program significantly reduced social anxiety and significantly increased academic resilience among students with stuttering disorder. These improvements were maintained during the follow-up phase, indicating the sustainability of the intervention effects.
Conclusion: Acceptance and commitment therapy, through teaching and enhancing effective strategies and techniques including acceptance, cognitive defusion, mindfulness, and committed action, enables students to develop a realistic perspective toward their condition and overcome the adverse consequences of their disorder. Accordingly, implementation of this program is recommended for individuals with stuttering disorder and other developmental disabilities.
Aims: The present study aimed to investigate the effectiveness of a lived-experience-based acceptance and commitment therapy (ACT) program on social anxiety and academic resilience in students with stuttering disorder.
Methods: The research adopted a single-subject design with a non-concurrent multiple baselines across participants. The statistical population comprised all senior high school students with stuttering disorder in Khoy City, Iran, during the 2021-2022 academic year. Three participants were selected through convenience sampling. Data were collected using the Social Anxiety Questionnaire (Connor et al., 2013) and the Academic Resilience Questionnaire (Samuels, 2017) at baseline, intervention, and follow-up stages. The lived-experience-based ACT program (Bardel et al., 2022) was delivered over eight intervention sessions. Data were analyzed using visual and graphical analysis methods.
Results: The results of visual analysis revealed that the lived-experience-based ACT program significantly reduced social anxiety and significantly increased academic resilience among students with stuttering disorder. These improvements were maintained during the follow-up phase, indicating the sustainability of the intervention effects.
Conclusion: Acceptance and commitment therapy, through teaching and enhancing effective strategies and techniques including acceptance, cognitive defusion, mindfulness, and committed action, enables students to develop a realistic perspective toward their condition and overcome the adverse consequences of their disorder. Accordingly, implementation of this program is recommended for individuals with stuttering disorder and other developmental disabilities.
Article number: 1
Keywords: acceptance and commitment therapy, social anxiety, academic resilience, stuttering disorder, single-subject
Type of Study: Research |
Subject:
Special
Received: 2026/08/16 | Accepted: 2026/09/18 | Published: 2026/09/23
Received: 2026/08/16 | Accepted: 2026/09/18 | Published: 2026/09/23
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)