Date of Award

Spring 1-1-2016

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Speech, Language & Hearing Sciences

First Advisor

Brenda Schick

Second Advisor

Fred Pampel

Third Advisor

Peter Ramig

Fourth Advisor

Anne Whitney

Fifth Advisor

Pui Fong Kan

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.

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