The Impact of Self-Advocacy Small-Group Instruction on the Ability of College Students With High-Incidence Disabilities to Request and Negotiate Accommodations.
For students with specific learning disabilities (SLD) and/or attention-deficit/hyperactivity disorder (ADHD), the transition from secondary to postsecondary education presents significant challenges in acquiring and utilizing academic accommodations. Self-advocacy skills are essential for successfu...
| Publicado en: | Journal of Applied Rehabilitation Counseling Vol. 56; no. 3; pp. 277 - 303 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Publishing Company, Inc.
2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=188648695&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 188648695 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00472220 GV4 jtl: Journal of Applied Rehabilitation Counseling issn: 00472220 maglogo: N pubinfo: dt: 2025 vid: 56 iid: 3 pid: 8953 pub: Springer Publishing Company, Inc. place: New York, New York artinfo: ui: 188648695 188648695 188648695 10.1891/JARC-2025-0020 188648695 ppf: 277 ppct: 26 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: The Impact of Self-Advocacy Small-Group Instruction on the Ability of College Students With High-Incidence Disabilities to Request and Negotiate Accommodations. aug: au: Chambers, Alex W. Holzberg, Debra G. affil: Watson College of Education, University of North Carolina Wilmington, Wilmington, NC, USA sug: subj: Students, College Psychosocial Factors Students with Disabilities Psychosocial Factors Self-Advocacy Education Teaching Methods Models, Educational Student Attitudes Evaluation Human Male Female Adolescence Adult Middle Age Learning Disorders Attention Deficit Hyperactivity Disorder Southeastern United States Experimental Studies Comparative Studies Descriptive Statistics Repeated Measures Students, Undergraduate Students, Graduate Social Behavior Questionnaires Adolescent: 13-18 years Adult: 19-44 years Middle Aged: 45-64 years Male Female ab: For students with specific learning disabilities (SLD) and/or attention-deficit/hyperactivity disorder (ADHD), the transition from secondary to postsecondary education presents significant challenges in acquiring and utilizing academic accommodations. Self-advocacy skills are essential for successfully navigating these educational environments. Rehabilitation counselors are in a unique position to provide supports such as self-advocacy instruction to improve postsecondary outcomes for their clients. This study investigated the impact of self-advocacy and conflict resolution (SACR) instruction, taught in a small-group setting, on the ability of three college students with SLD and/or ADHD to request and negotiate academic accommodations. Using a single-subject, multiple-probe, A = baseline, B = intervention, and C = generalization/maintenance (ABC) design, findings indicated an increase in level and trend between SACR instruction and students' improved accommodation requests during role-play and generalization conditions with a percentage of nonoverlapping data of 100% (p =.0025) for all participants. Social validity data indicated that participants found that the intervention helped them explain their needs, better understand their disabilities, and value the small-group format. Implications for rehabilitation counselors supporting postsecondary transitions and providing pre-enrollment preparation services are discussed, along with practical implementation strategies in vocational rehabilitation settings. Limitations and suggestions for future research are also discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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