Journal article
Using a Computer-Based Strategy to Teach Self-Advocacy Skills to Middle School Students With Disabilities
Journal of special education technology, Vol.35(4), pp.249-261
12/01/2020
DOI: 10.1177/0162643419864847
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.
Details
- Title: Subtitle
- Using a Computer-Based Strategy to Teach Self-Advocacy Skills to Middle School Students With Disabilities
- Creators
- Kinga Balint-Langel - University of Minnesota, DuluthSuzanne Woods-Groves - Auburn UniversityDerek B. Rodgers - University of IowaAshley Rila - University of IowaBenjamin S. Riden - University of Minnesota, Duluth
- Resource Type
- Journal article
- Publication Details
- Journal of special education technology, Vol.35(4), pp.249-261
- DOI
- 10.1177/0162643419864847
- ISSN
- 0162-6434
- eISSN
- 2381-3121
- Publisher
- SAGE Publications
- Number of pages
- 13
- Language
- English
- Date published
- 12/01/2020
- Academic Unit
- Center for Social Science Innovation; Teaching and Learning
- Record Identifier
- 9984371274502771
Metrics
19 Record Views