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Doctoral Dissertation Announcement
Candidate: Laura A. Getty
Doctor of Education
Department: Special Education and Literacy Studies
Title: Perceptions and Intervention Practices of Speech- Language Pathologists Serving Students with Emotional/Behavioral Disorders
Dr. Sarah Summy, Chair
Dr. Elizabeth Whitten
Dr. Yvette Hyter
Date: Tuesday, October 16, 2007 10:00 a.m.- 12:00 p.m.
3508 Sangren Hall
A relationship between E/BD and language deficits has been validated by researchers in special education (Cantwell & Baker, 1991; Beichman, Cantwell, Forness, Kavale, & Kaufmann, 1998; Cohen, Barwick, Horodezky, Vallance, & Im, 1998), as well as researchers in speech-language pathology (Hyter, 2003; Hyter, Rogers-Adkinson, Self, Simmons, Jantz, 2001; Ruhl, Hughes, & Camarata, 1992; Gallagher, 1999; Fujiki, Brinton, Morgan, & Hart, 1999). However, the exact prevalence rate between E/BD and language deficits was not definitive, as it varies between 35% and 97% depending on the study reviewed (Benner, Nelson, & Epstein, 2002). While it has been documented that a relationship exists between children with E/BD and language deficits, a current prevalence rate regarding the speech-language pathologists involvement with this population was nearly 20 years old (Casby, 1989). Furthermore, a gap in the research exists between the most effective therapy interventions for students with E/BD and language deficits.
The purpose of this investigation was two-fold: a) to determine a prevalence rate of speech-language pathologists in Michigan serving students with E/BD and language deficits, and b) to explore the types of interventions speech-language pathologist are employing with students with E/BD and language deficits. A survey was used to determine the extent to which speech-language pathologists provide services to students with E/BD and a focus group was employed to determine language interventions speech-pathologists use with this population. Survey results indicated approximately half of the speech-language pathologists reported serving students with E/BD and language deficits. Focus group results indicated speech-language pathologists utilized a variety of language interventions while simultaneously incorporating behavioral management strategies into their service delivery.