Articulation and Resilience in Children With Developmental Verbal Dyspraxia
Faculty and staff of the DuBard School and The University of Southern Mississippi have been working diligently on a research project regarding articulation and resilience in children with Developmental Verbal Dyspraxia. Upon completion of the research, a formal paper was written and recently accepted by a major professional journal. Click here to download a PDF of the accepted version of this article and learn more about the use of the DuBard Association Method® as an intervention for students with Developmental Verbal Dyspraxia.
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The DuBard School for Language Disorders uses a research-based, phonetic, multisensory teaching-learning strategy called the DuBard Association Method®. The DuBard Association Method® is research-based on two levels:
1) Program Alignment
There are many national and international organizations that work to maintain standards of education and therapy, and do so by their own additional research. By aligning the DuBard Association Method® with these standards, we are able to ensure our program is of the highest quality.
- Accredited by the International Multisensory Structured Language Education Council (IMSLEC)
- Meets the criteria of the National Reading Panel Standards of Reading Instruction
- Accredited by the International Dyslexia Association (IDA) for meeting the Knowledge and Practice Standards for Teachers of Reading
2) Program Outcomes
The DuBard School for Language Disorders engages in ongoing assessment of students in order to track the progress of individual students and groups of students, and to inform practice. The DuBard School works closely with public school districts in south Mississippi, and occasionally there is an opportunity to collaborate on research projects with these districts. The results of research conducted at the DuBard School and with school districts in the area are reported here.
Project 1, Project 2, and Project 3 show the results of data collected in collaboration with area schools. Data for Project 4 and Project 5 were collected from students enrolled full-time at the DuBard School. Project 6 data were collected from students in an after-school program offered by the DuBard School for area students with reading difficulties. Each project shows positive outcomes through either gains in targeted skill areas or decreases in learning obstacles.
The DuBard School acknowledges that pure research calls for a true comparison group; however, ethical and practical considerations make research design in educational settings challenging when the first priority is to provide quality clinical services. We continue to seek to collect comparison group data in ways that will not compromise service delivery.
Professionals who have received intensive training in the DuBard Association Method® have participated in a minimum of one 40-clock hour (3-semester hour) graduate course or the equivalent. Click here to learn more about the DuBard Association Method® and click here for more information on professional training in the DuBard Association Method®.