Case series (n=3) - at-home VR classroom practice was feasible and lowered heart rate in young people who stutter
How this was rated
Case-study series with three participants. Useful as feasibility evidence in school-aged populations; cannot establish effect.
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Three young people who stutter (ages 9-12) used a portable VR headset at home for two weeks, practicing speaking in a virtual classroom. Two showed reduced stuttering afterward, all showed decreased heart rate, and all reported the experience was fun, realistic, and confidence-building.
A three-person case series suggesting that VR speaking practice is feasible for school-aged children and adolescents who stutter; sample size precludes effect claims.
Key findings
- Two of three participants showed reduced stuttering frequency; one dropped from 4.61% to 0%
- Mean heart rate during VR sessions declined for all three participants
- All participants found the virtual classroom immersive and realistic
- Thematic analysis revealed three themes: the experience was Fun, Realistic, and Good Speech/Practice (with sub-themes of improved speech and increased confidence)
Background
Most VR research involving people who stutter has focused on adults, leaving a gap in understanding how younger people respond to virtual speaking environments. Children and adolescents face unique communicative pressures - classroom presentations, reading aloud, and peer interactions - that are difficult to replicate in a clinical setting. A portable, home-based VR system could offer young people a safe space to practice these situations on their own schedule.
What the researchers did
Three young people who stutter, aged 9 to 12 (SSI-4 severity: 2 Mild + 1 Moderate), were given an Oculus VR portable headset to use at home over a two-week period. The VR environment simulated a classroom where the participant stood at the front and spoke to a group of virtual classmates. Participants were recruited from a local self-help group and the Oklahoma State University Speech, Language and Hearing Clinic, and received a $100 gift card incentive; the study was IRB-approved. The thesis was supervised by Dr. John A. Tetnowski, with committee members Dr. Sabiha Parveen and Dr. Ramesh Kaipa.
Outcome measures included the Stuttering Severity Instrument-4 (SSI-4), the Overall Assessment of the Speaker’s Experience of Stuttering (OASES), the Locus of Control of Behavior Scale (LCB), the Presence Questionnaire, and a fear checklist. Heart rate was monitored during sessions, and stuttering frequency was measured before and after the two-week practice period. After the final session, each participant took part in a semi-structured interview about their experience.
What they found
Two of the three participants showed a measurable reduction in stuttering frequency after the practice period, with one participant’s rate dropping from 4.61% to 0%. All three participants showed a decline in mean heart rate across sessions, suggesting they became more comfortable over time. In the interviews, all three described the experience as fun and said the virtual classroom felt realistic. A thematic analysis of their responses identified three consistent themes: enjoyment, realism, and increased confidence in speaking situations.
Why this matters
This study is among the first to explore VR-based speaking practice with young people who stutter in a home setting. The positive responses and the feasibility of unsupervised use suggest that portable VR could extend the reach of speech support beyond the clinic walls. For families in rural or underserved areas, home-based VR practice could supplement limited access to in-person services.
Limitations
The sample of three participants is too small to draw firm conclusions. There was no control group, so the observed improvements cannot be attributed solely to the VR practice. The two-week timeframe was short, and it is unclear whether any gains would be maintained over time.
Implications for practice
Portable VR systems may offer a practical way for young people who stutter to rehearse speaking outside the clinic, supporting skill transfer. The approach could also serve people in remote areas.
Where this connects to Therapy withVR
The study above is independent research and does not endorse any product. The notes below are commentary from withVR on how the themes in this research relate to features of Therapy withVR. The research findings are not claims about Therapy withVR.
Classroom Environment
This study explored VR for adolescents who stutter - Therapy withVR's Classroom with child avatars creates the school-based scenarios most relevant to this age group.
Speaking Circle
The configurable Speaking Circle (2-12 chairs) enables the kind of small-group speaking practice explored in this research.
Animal Environment
Start sessions in a low-pressure setting with a virtual kitten or bunny - building comfort with VR before moving to more challenging social scenarios.
Cite this study
If you reference this study in your work, the canonical citation formats are:
@article{brock2023,
author = {Brock, K. R.},
title = {A preliminary investigation into the effectiveness of a virtual reality scenario for adolescents who stutter},
journal = {Master's thesis, Oklahoma State University},
year = {2023},
url = {https://withvr.app/evidence/studies/brock-2023}
}TY - JOUR
AU - Brock, K. R.
TI - A preliminary investigation into the effectiveness of a virtual reality scenario for adolescents who stutter
JO - Master's thesis, Oklahoma State University
PY - 2023
UR - https://withvr.app/evidence/studies/brock-2023
ER - Know of research that should be in this hub? If a relevant peer-reviewed study is not listed here, send the reference to hello@withvr.app. The hub is kept up to date as the literature grows.
Funding & independence
No withVR BV involvement in funding, study design, or authorship. Summary prepared independently by withVR using the published paper.