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An abstract of the thesis of Tracy Lynn Carlisle for the Master of Science in Speech Communication: Speech and Hearing Science presented May 15, 1996. Title: Influence of Articulation and Phonology Intervention on Children's Social and Emotional Characteristics It would be useful to obtain information about social and emotional characteristics in children who are receiving articulation/phonological intervention in order to assess the effectiveness of various treatment approaches from a social/emotional perspective. The purpose of this study was to determine whether or not articulation and phonological intervention influences children's social and emotional characteristics as perceived by their parents and, if so, which articulation approach (traditional vs. phonological cycling) results in more improvement in different domains of social and emotional characteristics. The specific social and emotional characteristics explored in this study are social skills, communication, independence, self-esteem, and domestic responsibility as assessed by the Affective Behavior Scales for the Disabled-Modified (ABSD-Modified, Brannan, 1991). In this study, each of the subject's parents completed a rating scale of social and emotional characteristics of their child at the beginning of intervention and again after 20 weeks of intervention. The scores for the five social and emotional domains were compared for differences prior to and following intervention. Additionally, the amount of improvement for those social and emotional characteristics was compared between the two groups, one group receiving traditional articulation intervention and the other group receiving a phonological cycling approach. 2 Data analysis revealed no statistically significant difference between preand post-intervention subscale scores for the traditional articulation intervention group and for the phonological cycling intervention group combined. The results also indicated no statistically significant difference in the amount of change in social and emotional characteristics between the two groups of subjects. However, the research data did show trends toward the statistically significant level of .05 in the social/emotional domains of self-esteem (p = .097) and communication (p = .091) for the phonological cycling group. Trends toward the statistically significant level in the two domains of self-esteem and communication suggest that articulation/phonological intervention may influence other areas in the individual's life. Therefore, further investigation of the research questions posed for this study is warranted. INFLUENCE OF ARTICULATION AND PHONOLOGY INTERVENTION ON CHILDREN'S SOCIAL AND EMOTIONAL CHARACTERISTICS