Date Approved

Fall 1997

Graduate Degree Type

Thesis

Degree Name

Education (M.Ed.)

Degree Program

College of Education

Abstract

The effects of using Auditory Oral Patterns to remediate expressive language in students with learning disabilities w as examined in a cross categorical classroom. Ten students with special education needs were in the study. Six of the students were labeled a s learning disabled, three of the students were labeled as educable mentally impaired, one student was labeled as emotionally impaired, and one student was labeled as autistically impaired. Four of the students in the study also had attention deficit hyperactivity disorder. Quantitative results of the study showed an increase in average words per sentence in oral expressive language for students with leaming disabilities, educable mental impairments, autism, and attention deficit hyperactivity disorder. Qualitative data indicated improvement of expressive language with students with learning disabilities and autism. This study suggests that the use of Auditory Oral Patterns may be an effective intervention for teachers to utilize to remediate expressive language deficits.

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