Evaluating the Use of a Self-advocacy Strategy as a Means of Improving Progress in the General Curriculum for Individuals with Cognitive Disabilities
Author | : Amy L. Schelling |
Publisher | : |
Total Pages | : 294 |
Release | : 2010 |
Genre | : Autonomy (Psychology) |
ISBN | : |
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The purpose of this strudy was to evaluate if the use of a self-advocacy strategy, with high school students identified as having a mild cognitive disability, would increase student use of self-advocacy skills across multiple school settings. Participants in the study were also identified as participating in at least one general education class at the time the study was conducted. A multiple baseline across participants and across settings design was applied to determine the effects of instruction on students' use of a self-advocacy strategy before and after the instructional period and across settings. Use and generalization of a self-advocacy strategy was measured across two separate conference meeting settings. Additionally, use and maintenance of behaviors related to self-advocacy were measured across the special and general education classroom settings. The data presented in the study shows that secondary students with a mild cognitive disability learned a self-advocacy strategy and were able to demonstrate use of the strategy across settings.