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DuBard School for Language Disorders

Research Overview

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.

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.

Research Projects from DuBard School

Project 1: DuBard Association Method® Impact on Retention Rates and SPED Referral Rates
Project 2: DuBard Association Method® Impact on Reading and Spelling Grade Equivalent Scores
Project 3: DuBard Association Method® Impact on Reading Phonetically-Regular Words
Project 4: DuBard Association Method® Impact on Childhood Apraxia of Speech (CAS), Nonverbal Ability, Reading, and Written Language
Project 5: DuBard Association Method® Impact on Articulation and Perceived Resilience in Children with Childhood Apraxia of Speech (CAS)
Project 6: Language Enhancement and Achievement Program (LEAP) for students with dyslexia

Professionals who have received intensive training in the DuBard Association Method® have participated in a minimum of one 45-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®.

Contact Us

DuBard School for Language Disorders
118 College Dr. #5215
Hattiesburg, MS 39406

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