F.M. Alexander Technique in the Treatment of Stuttering – A Randomized Single-Case Intervention Study with Ambulatory Monitoring

School of Social Sciences, The University of Northampton, Northampton, England, United Kingdom
Psychotherapy and Psychosomatics (Impact Factor: 9.2). 02/2006; 75(3):190-1. DOI: 10.1159/000091779
Source: PubMed
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    ABSTRACT: Complementary medicine and alternative approaches to chronic and intractable health conditions are increasingly being used, and require critical evaluation. The aim of this review was to systematically evaluate available evidence for the effectiveness and safety of instruction in the Alexander Technique in health-related conditions. PUBMED, EMBASE, PSYCHINFO, ISI Web-of-Knowledge, AMED, CINHAL-plus, Cochrane library and Evidence-based Medicine Reviews were searched to July 2011. Inclusion criteria were prospective studies evaluating Alexander Technique instruction (individual lessons or group delivery) as an intervention for any medical indication/health-related condition. Studies were categorised and data extracted on study population, randomisation method, nature of intervention and control, practitioner characteristics, validity and reliability of outcome measures, completeness of follow-up and statistical analyses. Results:  Of 271 publications identified, 18 were selected: three randomised, controlled trials (RCTs), two controlled non-randomised studies, eight non-controlled studies, four qualitative analyses and one health economic analysis. One well-designed, well-conducted RCT demonstrated that, compared with usual GP care, Alexander Technique lessons led to significant long-term reductions in back pain and incapacity caused by chronic back pain. The results were broadly supported by a smaller, earlier RCT in chronic back pain. The third RCT, a small, well-designed, well-conducted study in individuals with Parkinson's disease, showed a sustained increased ability to carry out everyday activities following Alexander lessons, compared with usual care. The 15 non-RCT studies are also reviewed. Strong evidence exists for the effectiveness of Alexander Technique lessons for chronic back pain and moderate evidence in Parkinson's-associated disability. Preliminary evidence suggests that Alexander Technique lessons may lead to improvements in balance skills in the elderly, in general chronic pain, posture, respiratory function and stuttering, but there is insufficient evidence to support recommendations in these areas.
    International Journal of Clinical Practice 01/2012; 66(1):98-112. DOI:10.1111/j.1742-1241.2011.02817.x · 2.57 Impact Factor
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    ABSTRACT: Mind-Body practices have become increasingly popular as components of psychotherapeutic and behavior medicine interventions. They comprise an array of different methods and techniques that use some sort of mental-behavioral training and involve the modulation of states of consciousness in order to influence bodily processes towards greater health, well-being and better functioning. Mind-body practices may thus be interpreted as the salutogenetic mirror image of psychosomatic medicine, where psychophysiological and health consequences of specific psychological states are studied, such as stress arousal, psychological trauma or depression. This contribution examines the empirical evidence of the most common mind-body techniques with regard to their salutogenetic potential. We concisely discuss some aspects of the mind-body problem, before we consider some historical aspects and achievements of psychosomatic medicine. We then turn to some prominent mind-body practices and their application, as well as the empirical database for them.
    Religions 12/2012; 3(4). DOI:10.3390/rel3010050
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    ABSTRACT: The description of individual cases is probably the most important didactic tool for teaching in medicine, especially in complementary and alternative medicine (CAM). However, only very rarely is the information provided in traditional single case reports sufficient to answer scientific questions. These reports typically are demonstrations of the solution to a clinical problem. To contribute to scientific discussion single-case research must ask critical questions whose answers are open. Two fundamental questions are: (1) Is my observation reliable? (2) Which factors, other than my treatment, may explain the observed outcome? In this review we will give an introduction to single-case research, as well as present and explain single-case designs as a tool for research and discuss their relevance and applicability for clinical practice in CAM. This review deals exclusively with single-case research on treatment effects and covers observational single-case studies, progressive and repetitive experimental single case designs, n-of-1-RCT, multiple baseline design, best case series and meta-analysis of single-case studies.
    Complementary therapies in medicine 08/2013; 21(4):388-95. DOI:10.1016/j.ctim.2013.04.006 · 1.55 Impact Factor


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May 21, 2014