The Impact of Self-Advocacy Small Group Instruction on the Ability of College Students with High Incidence Disabilities to Request and Negotiate Accommodations
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Abstract
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, 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 PND of 100% (p=.0025) for all participants. Social validity data indicated participants found the intervention helped them explain their needs, better understand their disabilities, and valued the small-group format. Implications for Limitations and suggestions for future research are also discussed. Keywords: advocacy, quantitative research, American disabilities act rehabilitation counselors supporting postsecondary transitions and providing pre-enrollment preparation services are discussed, along with practical implementation strategies in vocational rehabilitation settings.
