Date of Award
Doctor of Philosophy (PhD)
Speech, Language & Hearing Sciences
Pui Fong Kan
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.
Haught, Daniel James, "Bullying Prevention in Special Education: a Multimethod Investigation of Evidence-Based Programs and Practices" (2016). Speech, Language, and Hearing Sciences Graduate Theses & Dissertations. 45.