Graduate Thesis Or Dissertation

Abstract

• This study investigated bullying prevention programming in special education populations. Systematic review was used to identify and assess the evidence supporting bullying prevention programming in special education students. The systematic review was supplemented by a qualitative analysis that examined instructional practices and policies endorsed by the American Speech-Language-Hearing Association (ASHA). These instructional practices were compared to components of bullying prevention programs to determine which prevention programs were the most appropriate for students with speech and language delays. Results indicated that very few bullying prevention programs had been evaluated on special education populations. However, several bullying prevention programs were found to have elements that were consistent with ASHA practice policy. Implications and recommendations for bullying prevention programming among special education populations are discussed.

Creator

• Haught, Daniel James

Date Issued

• 2016

Academic Affiliation

• Speech, Language, and Hearing Sciences (SLHS)

Advisor

• Schick, Brenda

Committee Member

• Ramig, Peter
• Whitney, Anne
• Pampel, Fred
• Kan, Pui Fong

Degree Grantor

• University of Colorado Boulder

Commencement Year

• 2016

Subject

• Systematic review
• American Speech Language Hearing Association
• Autism
• Bullying prevention
• Special education
• Speech language pathology

Last Modified

• 2019-11-15

Resource Type

• Dissertation

Rights Statement

• In Copyright

Language

• English [eng]

Relationships

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	bullyingPreventionInSpecialEducationAMultimethodInvestiga.pdf	2019-11-15	Public	Download