Using the Self-Advocacy Strategy to Support Middle School Students With EBD. (August 2022)

• Record Type: Journal Article
• Authors: Balint-Langel, Kinga; Riden, Benjamin S.
• Is Part Of: Beyond behavior. Volume 31:Number 2(2022)
• Page Start: 103
• Page End: 114
• Publication Date: 2022-08
• Subjects: self-advocacy -- research-based strategy -- emotional and behavioral disorders -- middle school -- IEP; Problem children -- Education -- United States -- Periodicals; Behavior disorders in children -- Periodicals; Behavior disorders in children; Problem children -- Education; United States; Electronic journals; Periodicals; 371.93
• DOI: 10.1177/10742956211023777
• Languages: English
• ISSNs: 1074-2956

Abstract

Self-advocacy skills enable active student involvement in the Individualized Education Program (IEP) planning process. However, some students with emotional and behavioral disorders (EBD) lack appropriate self-advocacy skills and may require specific instruction in how to prepare for and participate in their own IEP. Special educators may have limited knowledge and skills to foster the self-advocacy skills of students with EBD. Therefore, this article focuses on a research-based strategy, the Self-Advocacy Strategy (SAS), that can be used by educators to effectively promote students' self-advocacy skills. Research support and a detailed overview and guidelines on how educators can implement the SAS in their classrooms are included.