Real and virtual classrooms can trigger the same levels of stuttering severity ratings and anxiety in school-age children and adolescents who stutter
Open accessAbstract
Purpose Many school-age children and adolescents who stutter experience the fear of public speaking. Treatment implications include the need to address this problem. However, it is not always possible to train repeatedly in front of a real audience. The present study aimed to assess the relevance of using a virtual classroom in clinical practice with school-age children and adolescents who stutter.Methods Ten children and adolescents who stutter (aged 9-17 years old) had to speak in three different situations: in front of a real audience, in front of a virtual class and in an empty virtual apartment using a head-mounted display. We aimed to assess whether the self-rated levels of anxiety while speaking in front of a virtual audience reflect the levels of anxiety reported while speaking in front of a live audience, and if the stuttering level while speaking to a virtual class reflects the stuttering level while speaking in real conditions.Results Results show that the real audience creates higher anticipatory anxiety than the virtual class. However, both the self-reported anxiety levels and the stuttering severity ratings when talking in front of a virtual class did not differ from those observed when talking to a real audience, and were significantly higher than when talking in an empty virtual apartment.Conclusion Our results support the feasibility and relevance of using a virtual classroom to expose school-age children and adolescents who stutter to a feared situation during cognitive behavioral therapy targeting the fear of public speaking.
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Dogioiu, D.-I., Morar, A., Moldoveanu, A. D. B., Anghel, A. M., & Berceanu, A. I. (2026) · Information · doi:10.3390/info17080741
- Authors
- Moïse-Richard, A., Ménard, L., Bouchard, S., & Leclercq, A.-L.
- Affiliations
- Université du Québec à Montréal (CA)
- Université du Québec en Outaouais (CA)
- University of Liège (BE)
- Corresponding author
- Leclercq, Anne-Lise
- Venue
- Journal of Fluency Disorders
- Publisher
- Elsevier BV
- Published
- 2021-06
- Volume
- 68
- Pages
- 105830
- ISSN
- 0094-730X (ISSN-L)
- OpenAlex
- W3132339242
- Cited by
- 22
- References
- 61
- Citations by year
- 2026: 7 · 2025: 6 · 2024: 1 · 2023: 3 · 2022: 5
- FWCI
- 1.53
- Type
- journal article
- Language
- en
- Open access
- green
- orbi.uliege.be
- Licence
- Locations
- Journal of Fluency Disorders (publishedVersion)
- PubMed (publishedVersion)
- ORBi (University of Liège) (submittedVersion, other-oa)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Stuttering Research and Treatment
- Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
- Keywords
- stuttering, virtual learning environments, stuttering severity, anticipatory anxiety, public speaking anxiety, cognitive behavioral therapy, exposure therapy, elementary school students, adolescents, head-mounted displays, virtual reality
- MeSH terms
- Adolescent, Anxiety, Anxiety Disorders, Child, Humans, Schools, Speech, Stuttering
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