Special features of the DuBard Association Method include:

• Multisensory teaching that includes the use of auditory, visual, tactile, and motor-kinesthetic cues for learning
• Use of the Northampton Symbol system for teaching sound-symbol relationships for reading
• Use of cursive writing for initial instruction. Children learn to read manuscript, but write only in cursive
• A slower rate of speech is used to give the children more time to understand what is being said and more time to observe the speaker's lip movements
• Precise articulation is required from the beginning
• Color differentiation
• An individual child's book is made as he/she progresses through the Method
• The Method is implemented in a manner that is incremental and systematic. Instruction progresses from the teaching of individual sounds to syllables, words of gradually increasing length, basic sentences and questions, more advanced sentence structures, and the corresponding questions. Ultimately, when sufficient language skills have been achieved, a transition is made to traditional textbook formats for instruction
• Instruction in phonetic rules is delayed until the upper levels of the DuBard Association Method.

Northampton Phoneme Symbols

The Method was used first with hearing impaired children who had additional language disorders/aphasia. At the DuBard School for Language Disorders, and at other sites, the Method has been implemented successfully for the following:

• Profound hearing impairment, in conjunction with other teaching techniques
• Severe apraxia/articulation disorders
• Language disorders/aphasia of varying degrees (developmental or acquired)
• Language learning disabilities/dyslexia
• Attention deficit disorders with and without hyperactivity in conjunction with coexisting language learning disabilities
• Mental retardation in conjunction with apraxia for speech
• English as a Second Language (ESL)
• Stroke/head traumas
• Combinations of the above

Noun Vocabulary Cards ... utilizing manuscript writing. The use of two colors indicates the number of phonemes in the word and where one phoneme ends and the next phoneme begins.

A modification of the DuBard Association Method has been used effectively in regular elementary classes. The Method may be implemented in self-contained classes or on an outclient/resource basis. It is crucial that the intensity of services provided be determined by the severity of the problem to be remediated. A nonintensive therapy schedule for a severe disability may result in less than optimal progress and academic independence.

The effective implementation of the Method is solely dependent on the skills of the person using it. A minimum of a three-semester hour course, or the equivalent, is recommended for initial preparation. Additional practicum experience and advanced training are recommended.

Noun Picture Cards Lines indicate the number of phonemes in the word

In addition, appropriate professional preparation related to the particular disorder to be remediated is important. For example, a background in speech-language pathology is needed for one who is implementing the DuBard Association Method with a severely language disordered or apraxic child. A background in education of the hearing impaired is useful for implementation with hearing impaired children. Professional preparation in learning disabilities/dyslexia is a useful component to those who are implementing the DuBard Association Method with LD children. Personnel with elementary education backgrounds may implement a modified version of the method effectively in regular education classroom.

DuBard School Accreditation
	The DuBard Association Method training course of the DuBard School for Language Disorders at the The University of Southern Mississippi holds accredited status from the International Multisensory Structured Language Education Council (IMSLEC) for its instructional programs at the teaching, trainer of teaching, therapy, and trainer of therapy levels. IMSLEC is a nonprofit corporation formed in 1995 to accredit organizations that offer programs to prepare specialists in multisensory structured language programs. Click this IMSLEC link for more information.
	The USM DuBard School for Language Disorders is approved by the CEB of ASHA to offer continuing education activities in speech-language pathology and audiology. Professional Development at your site may qualify for CEUs (intermediate level; professional area). Arrangements must be made prior to the course. ASHA Continuing Education Provider approval does not imply endorsement of course content, specific products, or clinical procedures. Click this ASHA link for more information.
The principles and teaching techniques of the DuBard Association Method are described in the text, Teaching Language-Deficient Children (1994, 1997, 2000), published by Educators Publishing Service, Inc., Cambridge, Massachusetts. Instructional materials are also available. Click this Teaching Materials link for more information. For more information concerning the DuBard Association Method, click this Contact Us link for the DuBard School.