The Emotional Effects of Extended Breaks on Elementary Students in School Speech Therapy Programs
DOI:
https://doi.org/10.47611/jsrhs.v11i1.2336Keywords:
Speech Therapy, COVID-19, Virtual Learning, Speech Teletherapy, Elementary SchoolAbstract
With the COVID-19 pandemic drastically affecting everyone across the United States and the rest of the world, people of all ages have experienced, and continue to experience, a wide variety of social and emotional challenges. Unforeseen closures have subsequently affected people’s lives, across the globe. Many of these people rely on school, work, and a variety of other special programs for academic, financial, psychological, and emotional support. With lack to these support systems, many are left feeling lost and falling behind.
Language delays are seen in 1.9 to 2.3 percent of children between the ages of two and seven years. (McLaughlin, 2011). With that being said, school speech therapy programs are essential to the success and development of students across the country; especially in cases where private speech therapy is not feasible. Although these programs have proven to be both necessary and important, very limited research have been done on the emotional effects of the specific methods in use.
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