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- W2965878314 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." @default.
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- W2965878314 date "2019-08-04" @default.
- W2965878314 modified "2023-09-23" @default.
- W2965878314 title "Using a Computer-Based Strategy to Teach Self-Advocacy Skills to Middle School Students With Disabilities" @default.
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- W2965878314 doi "https://doi.org/10.1177/0162643419864847" @default.
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