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ERIC Number: ED519083
Record Type: Non-Journal
Publication Date: 2010
Pages: 159
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1241-2518-3
ISSN: N/A
Evaluating the Use of a Self-Advocacy Strategy as a Means of Improving Progress in the General Curriculum for Individuals with Cognitive Disabilities
Schelling, Amy L.
ProQuest LLC, Ed.D. Dissertation, Western Michigan University
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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A