Using a Computer-Based Strategy to Teach Self-Advocacy Skills to Middle School Students With Disabilities. Issue 4 (December 2020)

• Record Type: Journal Article
• Authors: Balint-Langel, Kinga; Woods-Groves, Suzanne; Rodgers, Derek B.; Rila, Ashley; Riden, Benjamin S.
• Is Part Of: Journal of special education technology. Volume 35:Issue 4(2020)
• Page Start: 249
• Page End: 261
• Publication Date: 2020-12
• Subjects: self-advocacy -- technology -- self-determination -- middle school students -- IEP participation; Children with disabilities -- Education -- Audio-visual aids -- Periodicals; Educational technology -- Periodicals; Children with disabilities -- Education -- Audio-visual aids; Educational technology; Periodicals; 371.90433
• DOI: 10.1177/0162643419864847
• Languages: English
• ISSNs: 0162-6434

Abstract

We examined the effects of a computer-based strategy to develop self-advocacy skills for 15 middle school students with mild and moderate disabilities. A pre- and posttest experimental design with random assignment to treatment and wait-list control groups was employed to investigate changes in student participation and level of self-determination. The strategy addressed essential self-advocacy skills including knowledge of self and communication. Results showed significant differences in favor of the treatment group concerning student participation, as measured by student responses to the Self-Advocacy Self-Report. Generalization data indicated positive results for student participation, as measured by student use of SHARE behaviors, a set of social skills necessary for effective communication, in informal meetings with special education teachers. Implications for practice, limitations, and future research are discussed.