Evaluating the Use of a Self-Advocacy Strategy as a Means of Improving Progress in the General Curriculum for Individuals with Cognitive Disabilities
Date of Award
Doctor of Education
Special Education and Literacy Studies
Dr. Shaila Rao
Dr. George Haus
Dr. Sarah Summy
Dr. Paula Lancaster
The purpose of this study 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.
Schelling, Amy L., "Evaluating the Use of a Self-Advocacy Strategy as a Means of Improving Progress in the General Curriculum for Individuals with Cognitive Disabilities" (2011). Dissertations. 459.