| Title: |
Self-Advocacy Instruction to Teach Latino Male College Students with Learning Disabilities to Request Accommodations |
| Language: |
English |
| Authors: |
Alex W. Chambers; James D. Stocker; Tina Bauachatz |
| Source: |
Journal of Postsecondary Education and Disability. 2024 34(4):307-320. |
| Availability: |
Association on Higher Education and Disability. 8015 West Kenton Circle Suite 230, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: JPED@ahead.org; Web site: https://www.ahead.org/professional-resources/publications/jped |
| Peer Reviewed: |
Y |
| Page Count: |
14 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Self Concept; Advocacy; Hispanic American Students; Males; Students with Disabilities; Learning Disabilities; Academic Accommodations (Disabilities); Attention Deficit Hyperactivity Disorder; Skill Development; Intervention; Program Effectiveness; Student Behavior; Help Seeking; Conflict Resolution; Public Colleges; Minority Serving Institutions; College Freshmen |
| ISSN: |
2379-7762; 2328-3343 |
| Abstract: |
Students with high-incidence disabilities such as learning disabilities and attention deficit hyperactivity disorder (ADHD) need to have the strategies and skills of self-advocacy to request and obtain accommodations. However, Latino male students in particular have not been given the opportunity to acquire self-advocacy skills prior to entering the postsecondary education setting. This single-subject, multiple baseline study examined the effects of the Self-Advocacy and Conflict Resolution (SACR) intervention on three Latino male college students with high-incidence disabilities ability to request academic accommodations. Findings demonstrated a functional relationship between the self-advocacy intervention and students' abilities to request academic accommodations in a role-play situation. In addition, all participants were able to fully generalize all target behaviors to a real-life setting. Also, percentage of non-overlapping data (PND) results indicated that the intervention used was effective and data obtained from a social validity survey revealed the significance of the effects of the intervention on the dependent variables. Recommendations for supporting the self-advocacy skills of students with disabilities in the postsecondary environment, as well as implications for future research are discussed. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1456208 |
| Database: |
ERIC |