Date of Degree
Access restricted until 07/03/2020
PhD (Doctor of Philosophy)
Teaching and Learning
First Committee Member
Allison Leigh Bruhn
Second Committee Member
Third Committee Member
Fourth Committee Member
Stewart W. Ehly
This study examined the effects of the Self-Advocacy Strategy delivered via the CD (i.e., SACD) on self-advocacy skills of fifteen middle school students with mild and moderate disabilities. A pre-/and posttest experimental design with random assignment to treatment or wait-list control groups was employed to investigate changes in student participation and level of self-determination post-intervention. The SACD instruction addressed essential self-advocacy skills, including knowledge of self and communication. Results showed significant differences in favor of the treatment group when compared with the wait-list control group concerning student participation, as measured by student responses to a set of 10 IEP related questions. In addition, generalization data indicated positive results for student participation, as measured by student use of SHARE behaviors, for the majority of students in the treatment group in informal educational meetings with their special educators. The results provide additional support for the use of SACD to teach self-advocacy and active student participation in the IEP process to middle school students with disabilities.
IEPs, instruction in IEP participation, middle school students with disabilities, self-advocacy, self-advocacy instruction, self-determination
x, 148 pages
Includes bibliographical references (pages 108-120).
Copyright © 2018 Orsolya Kinga Balint Langel
Balint Langel, Orsolya Kinga. "Evaluating the effects of the self-advocacy strategy on student participation in educational meetings for middle school students with disabilities." PhD (Doctor of Philosophy) thesis, University of Iowa, 2018.
Available for download on Friday, July 03, 2020