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Nine school-age stutterers were seen in an experimental therapy program. The basic feature of the program was that parent-child interaction patterns were used in the planning of therapy. Such behaviors by the parent as verbal aggression, silence, and interruptions were identified in the parent-child interaction. These events were hypothesized as maintaining factors of stuttering, and were manipulated during therapy. Results support the hypothesized relationship. Clinical and experimental implications are discussed.

The temporal reliability of Brown's MLU-M was investigated with 30 normally developing children, 10 in each of three age groups: 3:6–4:6, 5:6—6:6, and 8:6–9:6 years. All children obtained MLU-Ms greater than 4.0, which placed them beyond Brown–s Stage V of language learning. Language samples were evoked from these subjects on each of three consecutive days using picture stimuli. The reliability estimates indicated lack of stability for individual and average MLU-M values.

This paper describes the treatment of a 47-year-old female stutterer who became fluent following participation in a three-stage therapy program. The program was designed to manipulate certain overt manifestations of stuttering, to change the client’s perceptions about her stuttering and herself, and to engage the client in speaking and social situations. The program utilized both theoretical and operant concepts. Clinical implications are discussed.