Date of Defense
Speech Pathology and Audiology
Jan Bedrosian, Speech Pathology and Audiology
Nickola Nelson, Speech Pathology and Audiology
Yvette Hyter, Speech Pathology and Audiology
Children with severe speech and physical impairments (SSPI) are faced with numerous communication problems. Most often, they lack the ability to produce intelligible speech and find it difficult to initiate and participate with communication partners. Children with SSPI require augmentative and alternative communication to help overcome such difficulties, but still exhibit a limited range of communicative functions, minimally contribute to conversations, and take passive communication roles. These problems are heightened by the fact that their literacy development is also delayed. Presently, there is limited research pertaining to intervention in the area of peer interaction skills for children with SSPI in the area of literacy skills development. The purpose of this paper is three-fold. First, a literature review of peer interaction and literacy development in children with SSPI is presented. Next, participation in an intervention study in which peer interaction was targeted in a literacy context is described. Lastly, future directions for peer intervention studies involving a literacy context are discussed.
Carrier, Sheila A., "Peer Intervention for Children with Severe Speech and Physical Impairments within a Literacy Context" (2000). Honors Theses. 537.
Honors Thesis-Campus Only