Abstract
The purpose of this study is twofold. First, this study will explore how speech-language pathologists (SLPs) address the socioemotional experience (SE) of school children with communication disorders (CDs). Second, this study will investigate how SLPs conduct peer education concerning CDs to attain three specific goals between peers with typical development (TD) and children with a CD. Data was collected through an online survey to explore how SLPs are addressing their student’s SE as well as how they are approaching peer education concerning CDs for students with TD. The results revealed that SLPs believe it is more important to address the SE for their students with autism spectrum disorder, fluency disorders, or who use augmentative or alternative communication devices than any of the other CDs included in this study. SLPs also reported that they were not conducting peer education in their students’ classrooms; however, they are advocating for peer education to be conducted.
Advisor
Keelor, Jennifer
Department
Communication Sciences and Disorders
Recommended Citation
Kohlman, Taryn KD, "An Investigation of How Speech-Language Pathologists Address the Socioemotional Experience and Educate Peers with Typical Development about Communication Disorders in School-Aged Children" (2020). Senior Independent Study Theses. Paper 9193.
https://openworks.wooster.edu/independentstudy/9193
Keywords
socioemotional experience, communication disorders, communication differences, peer education
Publication Date
2020
Degree Granted
Bachelor of Arts
Document Type
Senior Independent Study Thesis
© Copyright 2020 Taryn KD Kohlman