Effects of a Self-Advocacy Intervention on Abilities of Black College Students With Intellectual and Developmental Disabilities to Request Academic Accommodations

Inclusion ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 225-240
Author(s):  
Katherine R. Brendli ◽  
LaRon A. Scott ◽  
Yaoying Xu ◽  
Colleen Thoma ◽  
Debra Holzberg
Keyword(s):  
College Students ◽  
Developmental Disabilities ◽  
Research Policy ◽  
Functional Relation ◽  
Black College ◽  
Future Research ◽  
Single Subject ◽  
Intellectual And Developmental Disabilities ◽  
Academic Accommodations ◽  
Self Advocacy

Abstract Several barriers exist that inhibit the success of students with disabilities in postsecondary education environments, one of which is the lack of self-advocacy skills to effectively request academic modifications and ask for other supports when needed. In this study, we used a single-subject multiple-probe across participants design to examine the effects of a self-advocacy intervention on the abilities of college students with intellectual and developmental disabilities (IDD) to request their academic accommodations. We primarily focused the intervention on Black youth with IDD attending an inclusive higher education program. Results indicate moderate to strong evidence of a functional relation between the intervention and the students' abilities to request academic accommodations. Implications for future research, policy, and practice are discussed.

Using a Peer-Mediated Instructional Package to Teach College Students With Intellectual and Developmental Disabilities to Navigate an Inclusive University Campus

2020 ◽  
pp. 002246692093746
Author(s):  
Kelly B. Kearney ◽  
Brianna Joseph ◽  
Lisa Finnegan ◽  
Jacqueline Wood
Keyword(s):  
College Students ◽  
Developmental Disabilities ◽  
College Campus ◽  
Future Research ◽  
Probe Design ◽  
Single Subject ◽  
Intellectual And Developmental Disabilities ◽  
Google Maps ◽  
Validity Data ◽  
Instructional Package

Colleges across the nation have seen an increase in programming for students with intellectual and developmental disabilities (IDD) over the past decade. With this increase in programming comes the need to support students with IDD while accessing a large college campus. Using technology, such as Google Maps™, on one’s cell phone is a natural support that is relatively unobtrusive. This study used a peer-mediated instructional package consisting of total task presentation and error correction to teach college students with IDD how to use Google Maps™ to navigate a large, urban college campus in the Southeastern United States. The results from this single-subject multiple probe design demonstrated that all students acquired the skills with 100% accuracy and maintained the skill once the instructional package was removed. Social validity data indicated that students thoroughly enjoyed learning the skill from the peer mediator. Implications and future research are discussed.

Teaching High School Students With Disabilities to Advocate for Academic Accommodations

2019 ◽  
Vol 54 (3) ◽  
pp. 146-156
Author(s):  
Nancy J. Lopez ◽  
Nicole M. Uphold ◽  
Karen H. Douglas ◽  
Shaqwana Freeman-Green
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Functional Relation ◽  
Transition Process ◽  
Future Research ◽  
Academic Accommodations ◽  
School Students ◽  
Self Advocacy

One factor that may contribute to the success of students with disabilities in postsecondary educational settings may be their ability to advocate for academic accommodations. By incorporating self-determination practices into the curriculum and transition process during high school, students with disabilities may acquire the self-advocacy skills for postsecondary settings. The purpose of this study was to examine the effects of a modified Self-Advocacy and Conflict Resolution (mSACR) training program on the ability of five high school students with high-incidence disabilities to request academic accommodations in a high school general education course. A multiple-probe-across-participants design was employed to evaluate the effects of the intervention on 14 targeted behaviors. Results indicated a functional relation between the mSACR and the ability of students to request accommodations. Findings from this study are discussed along with limitations, suggestions for future research, and implications for educational practice.

Teaching Small Talk: Increasing On-Topic Conversational Exchanges in College Students with Intellectual and Developmental Disabilities Using Remote Audio Coaching

2020 ◽  
pp. 014544552097517
Author(s):  
Brianna Joseph ◽  
Kelly B. Kearney ◽  
Michael P. Brady ◽  
Angelica Downey ◽  
Ayse Torres
Keyword(s):  
College Students ◽  
Developmental Disabilities ◽  
Positive Impact ◽  
Multiple Baseline ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Baseline Design ◽  
Small Talk ◽  
Covert Audio Coaching ◽  
Community Environments

Adults with intellectual and developmental disabilities (IDD) often have deficits in interpersonal skills due to limited social-communication opportunities. Knowing how to engage in “small talk” or simple social conversational exchanges can be beneficial in postsecondary schooling, employment sites, community environments, and social gatherings. Recently, covert audio coaching (CAC) showed a positive impact on increasing conversational exchanges. As the COVID-19 pandemic increased the need for remote delivery tools, we explored the effectiveness of remote audio coaching (RAC) to teach this skill to college students with IDD. We used a multiple baseline design across participants to examine whether RAC might increase on-topic, small talk conversational exchanges. Results demonstrated that RAC effectively increased small talk skills between participants and a confederate. Upon removal of RAC, all participants still performed above their baselines, with two participants maintaining near mastery levels 2 weeks after the intervention was removed. Limitations and future research are discussed.

Contextualizing Mathematics: Teaching Problem Solving to Secondary Students With Intellectual and Developmental Disabilities

2018 ◽  
Vol 56 (6) ◽  
pp. 442-457 ◽  
Author(s):  
Jenny R. Root ◽  
Sarah K. Cox ◽  
Nannette Hammons ◽  
Alicia F. Saunders ◽  
Deidre Gilley
Keyword(s):  
Problem Solving ◽  
Developmental Disabilities ◽  
Secondary Students ◽  
Word Problems ◽  
Mathematical Problem ◽  
Functional Relation ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Mathematics Intervention ◽  
Problem Solving Skills

Abstract The purpose of this study was to evaluate the effect of a multicomponent mathematics intervention (modified schema-based instruction, video anchors, and goal setting with self-graphing) on mathematical problem-solving skills of secondary students with intellectual and developmental disabilities. Three participants were taught to solve percent of change word problems, which involved calculating the discounted price of an item or activity after using a coupon and then determining whether they had enough money to make the purchase. Results of the multiple probe across participant design indicate a functional relation between the intervention and problem solving, and all participants were able to generalize skills from word problems to real-world stimuli (i.e., coupons, receipts, menus). Implications for practice and future research are discussed.

Effectiveness of Virtual Reality on Employment Training for Young Adults with Autism and Intellectual and Developmental Disabilities: A Systematic Review

2021 ◽  
Author(s):  
Lin Sun
Keyword(s):  
Systematic Review ◽  
Virtual Reality ◽  
Young Adults ◽  
Developmental Disabilities ◽  
Vocational Rehabilitation ◽  
Future Research ◽  
Single Subject ◽  
Intellectual And Developmental Disabilities ◽  
Adults With Autism ◽  
Young Adults With Autism

The purpose of this study was to conduct a systematic review of the effectiveness of virtual reality on vocational rehabilitation for young adults with autism and intellectual and developmental disabilities (IDD). An electronic search was conducted among peer-reviewed English journals published from 1994 to 2018. Databases included CINAHL (Cumulative Index to Nursing and Allied Health Literature), MEDLINE, PsycINFO, Web of Science, EBSCO, and Scopus. Six primary studies employing group experimental (Gersten et al., 2005) or single-subject design (Horner et al., 2005) or pre-post design met the inclusion criteria. Each study was assessed for the presence and clarity of quality indicators according to Reichow et al.’s (2008) framework and definition. Results suggested that the use of virtual reality in vocational rehabilitation for young adults with autism and intellectual and developmental disabilities (IDD) “have established evidence-based practice”. Limitations, as well as implications for future research, practices, and policy, are discussed.

Inclusion Is Transformative: Self-Advocacy Leaders' Perspectives on Board Inclusion and Tokenism

Inclusion ◽  
2016 ◽  
Vol 4 (3) ◽  
pp. 183-190 ◽  
Author(s):  
Mark G. Friedman ◽  
Ruthie-Marie Beckwith ◽  
James W. Conroy
Keyword(s):  
Leadership Development ◽  
Developmental Disabilities ◽  
Policy Making ◽  
Research Study ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Inclusive Leadership ◽  
Self Advocacy ◽  
Research And Practice ◽  
Marginalized Groups

Abstract People with intellectual and developmental disabilities have begun to experience increased participation and inclusion in boards and policy-making bodies. They have, however, faced challenges in gaining full acceptance similar to those experienced by other marginalized groups. To date, the experience of board participation by individuals with intellectual and developmental disabilities has typically been examined through the narrow lens of leadership development. The purpose of this study, which is part of the National Beyond Tokenism Research Study, was to seek the viewpoints of experienced leaders within the self-advocacy movement regarding the prevalence of tokenism and practices they have found effective for inclusive leadership. Implications for future research and practice are discussed.

Self-Advocacy Instruction to Teach High School Seniors With Mild Disabilities to Access Accommodations in College

2018 ◽  
Vol 40 (3) ◽  
pp. 166-176 ◽  
Author(s):  
Debra G. Holzberg ◽  
David W. Test ◽  
Dana E. Rusher
Keyword(s):  
High School ◽  
Students With Disabilities ◽  
High School Seniors ◽  
Functional Relation ◽  
Future Research ◽  
Academic Accommodations ◽  
Self Advocacy ◽  
Mild Disabilities ◽  
High Incidence Disabilities ◽  
Multiple Probe

For students with high-incidence disabilities, the transition from secondary to postsecondary educational settings poses the additional challenge of acquiring accommodations. Self-advocacy interventions have been identified as important skills for students with disabilities in accessing accommodations. The purpose of this study was to examine the effects of Self-Advocacy and Conflict Resolution (SACR) instruction on the ability of four high school seniors with mild disabilities to request and negotiate academic accommodations. Results of this multiple probe across participant study indicated a functional relation between SACR instruction and students’ ability to request and negotiate academic accommodations in a role-play situation and in situ. Implications for practice and suggestions for future research are offered.

Ensuring Quality Education to Promote Transition: A Summary of Existing Studies

Inclusion ◽  
2018 ◽  
Vol 6 (4) ◽  
pp. 258-273
Author(s):  
Martin Agran ◽  
Fred Spooner ◽  
Colleen Robertson
Keyword(s):  
Developmental Disabilities ◽  
Research Policy ◽  
Health And Safety ◽  
Secondary Level ◽  
Skills Training ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Safety Skills ◽  
Policy And Practice ◽  
Research Areas

Abstract The American Association on Intellectual and Developmental Disabilities (AAIDD) hosted the National Goals in Research, Policy, and Practice working meeting in August, 2015, to identify key national policies, priorities, and practices to serve and support students with intellectual and developmental disabilities (IDD) at the secondary level. The purpose of this article is to extend the discussion of several topics discussed at the meeting and suggest future research areas in the areas of: academic instruction; social skills training; balancing/aligning academic, functional, and transition education skills; importance of health and safety skills; extending common core standards to include functional and transition skills; teaching and realizing self-determination skills; preparing students with IDD for postsecondary educational opportunities; weighing the respective benefits of inclusive and community-based instructional activities; and promoting citizenship (teaching voting skills). To ensure quality secondary-level programs for students with IDD, the authors recommend that the above content areas be considered.

Parent Perspectives of Applying Mindfulness-Based Stress Reduction Strategies to Special Education

2017 ◽  
Vol 55 (3) ◽  
pp. 167-180
Author(s):  
Meghan M. Burke ◽  
Neilson Chan ◽  
Cameron L. Neece
Keyword(s):  
Special Education ◽  
Developmental Disabilities ◽  
Stress Reduction ◽  
Research Policy ◽  
Well Being ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Mindfulness Based Stress Reduction ◽  
Related Stress ◽  
The Impact

Abstract Parents of children with (versus without) intellectual and developmental disabilities report greater stress; such stress may be exacerbated by dissatisfaction with school services, poor parent-school partnerships, and the need for parent advocacy. Increasingly, mindfulness interventions have been used to reduce parent stress. However, it is unclear whether parents apply mindfulness strategies during the special education process to reduce school-related stress. To investigate whether mindfulness may reduce school-related stress, interviews were conducted with 26 parents of children with intellectual and developmental disabilities who completed a mindfulness-based stress reduction intervention. Participants were asked about their stress during meetings with the school, use of mindfulness strategies in communicating with the school, and the impact of such strategies. The majority of parent participants reported: special education meetings were stressful; they used mindfulness strategies during IEP meetings; and such strategies affected parents' perceptions of improvements in personal well-being, advocacy, family-school relationships, and access to services for their children. Implications for future research, policy, and practice are discussed.

The Effects of Technology Supports on Community Grocery Shopping Skills for Students With Intellectual and Developmental Disabilities: A Meta-Analysis

2021 ◽  
pp. 016264342198997
Author(s):  
Sojung Jung ◽  
Ciara Ousley ◽  
David McNaughton ◽  
Pamela Wolfe
Keyword(s):  
Developmental Disabilities ◽  
Positive Impact ◽  
Single Case ◽  
Effect Sizes ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Positive Effects ◽  
Analytic Review ◽  
Wide Range ◽  
The Impact

In this meta-analytic review, we investigated the effects of technology supports on the acquisition of shopping skills for students with intellectual and developmental disabilities (IDD) between the ages of 5 and 24. Nineteen single-case experimental research studies, presented in 15 research articles, met the current study’s inclusion criteria and the What Works Clearinghouse (WWC) standards. An analysis of potential moderators was conducted, and we calculated effect sizes using Tau-U to examine the impact of age, diagnosis, and type of technology on the reported outcomes for the 56 participants. The results from the included studies provide evidence that a wide range of technology interventions had a positive impact on shopping performance. These positive effects were seen for individuals across a wide range of ages and disability types, and for a wide variety of shopping skills. The strongest effect sizes were observed for technologies that provided visual supports rather than just auditory support. We provide an interpretation of the findings, implications of the results, and recommended areas for future research.

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