TRAINING STUDENTS IN SELF-ADVOCACY/SELF-DETERMINATION SKILLS

The purpose of this study is to determine the effectiveness of SA/SD training on the performance and knowledge of SA/SD skills of seventh and eighth grade students with learning disabilities. Specifically, a multiple baseline across behaviors design was used to determine whether middle school students with learning disabilities could learn and use SA/SD skills. Additionally, the study examined whether SA/SD training had an effect on 1) academic grades in language arts, science, social studies, and math classes for middle school students with learning disabilities, 2) the percentage of homework assignments turned in for language arts, science, social studies and math classes for middle school students with learning disabilities, and 3) the percentage correct on homework assignments in language arts, science, social studies, and math classes for middle school students with learning disabilities. Post-test results indicate that teachers generally saw an increase in at least 50% of the skills rated. Individual weekly grades did not appear to be affected by the intervention.