Senior Honors Projects, 2010-current

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Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Date of Award

Spring 2018

Document Type

Thesis

Degree Name

Bachelor of Arts (BA)

Department

Department of Communication Sciences and Disorders

Advisor(s)

Geralyn R. Timler

Dannette A. Bronaugh

Marsha S. Longerbeam

Keri S. Bethune

Abstract

In the public schools, Speech-Language Pathologists (SLPs) serve as clinicians to children with various language, articulation, and communication disorders. Often times, these conditions are present in children who also have disruptive or inattentive behaviors. SLPs in the school system are required to provide effective treatment to each child; however, too often the effectiveness of treatment is hindered by behavior outbursts from the children. Although there are empirically supported plans and strategies for behavior management in general elementary school classrooms, little is known about the knowledge and implementation practices of SLPs who serve school-age children. The purpose of this honors thesis was to examine graduate student and practicing SLP knowledge and implementation of nine behavior management strategies through dissemination of a survey. The strategies examined were- Differential Reinforcement, Token Reinforcement, Antecedent Based Intervention, Response Interruption/Redirection, Prompting, Operant Reinforcement Schedules, Functional Communication Training, Prompt Fading, and Time Delay. The participants included 33 graduate students and 35 school-based SLPs. Results showed 100% of practicing SLPs serve students with behavior issues. The first year students reported less knowledge than the second year students who reported less knowledge than the practicing SLPs for every strategy except prompt fading and time delay. Implications for training and future research are also discussed.

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