國立虎尾科技大學 |

Teaching Self-Advocacy for Disability Rights to Individuals With Intellectual and Developmental Disabilities Through a Behavior Skills Training Approach.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teaching Self-Advocacy for Disability Rights to Individuals With Intellectual and Developmental Disabilities Through a Behavior Skills Training Approach./
作者:	Price, Richard A.
面頁冊數:	1 online resource (60 pages)
附註:	Source: Masters Abstracts International, Volume: 57-05.
Contained By:	Masters Abstracts International57-05(E).
標題:	Behavioral sciences. -
電子資源:	click for full text (PQDT)
ISBN:	9780355908923

Teaching Self-Advocacy for Disability Rights to Individuals With Intellectual and Developmental Disabilities Through a Behavior Skills Training Approach.
Price, Richard A.

Teaching Self-Advocacy for Disability Rights to Individuals With Intellectual and Developmental Disabilities Through a Behavior Skills Training Approach. - 1 online resource (60 pages)

Source: Masters Abstracts International, Volume: 57-05.

Thesis (M.A.)--Michigan State University, 2018.

Includes bibliographical references

Self-advocacy is the ability to effectively support one's own rights. If individuals with intellectual and developmental disabilities (IDD) are not provided with specific training regarding their rights, they may not be able to effectively advocate for themselves. Self-advocacy consists of four specific components, including: 1) Knowledge of Self; 2) Knowledge of Rights; 3) Communication; and 4) Leadership. Limited self-advocacy research has focused on Knowledge of Rights and developing teaching procedures to educate individuals with IDD on their disability rights. The purpose of this study was to examine the effectiveness of a self-advocacy training designed to teach disability rights in an employment setting. Using a non-concurrent multiple baseline design across participants, 9 students with IDD participated in a video-based behavior skills training to learn their disability Accommodation Rights. Prior to intervention, participants displayed variable knowledge of disability rights as evidenced by performance on a video assessment of scenarios of rights violations and non-violations. Following intervention, 8 of the 9 participants increased correct responding on the video assessment. Six participants required additional supports (e.g., feedback and/or booster sessions) to enhance accuracy, while 1 participant was excluded from the study. The implications of these findings are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355908923Subjects--Topical Terms:

1148596
Behavioral sciences.
Index Terms--Genre/Form:

554714
Electronic books.

Teaching Self-Advocacy for Disability Rights to Individuals With Intellectual and Developmental Disabilities Through a Behavior Skills Training Approach.
LDR:02717ntm a2200349Ki 4500 001 919763
005 20181129120548.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355908923
035 $a (MiAaPQ)AAI10808689
035 $a (MiAaPQ)grad.msu:15957
035 $a AAI10808689
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Price, Richard A. $3 1194403
245 1 0 $a Teaching Self-Advocacy for Disability Rights to Individuals With Intellectual and Developmental Disabilities Through a Behavior Skills Training Approach.
264 0 $c 2018
300 $a 1 online resource (60 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 57-05.
500 $a Adviser: Marisa H. Fisher.
502 $a Thesis (M.A.)--Michigan State University, 2018.
504 $a Includes bibliographical references
520 $a Self-advocacy is the ability to effectively support one's own rights. If individuals with intellectual and developmental disabilities (IDD) are not provided with specific training regarding their rights, they may not be able to effectively advocate for themselves. Self-advocacy consists of four specific components, including: 1) Knowledge of Self; 2) Knowledge of Rights; 3) Communication; and 4) Leadership. Limited self-advocacy research has focused on Knowledge of Rights and developing teaching procedures to educate individuals with IDD on their disability rights. The purpose of this study was to examine the effectiveness of a self-advocacy training designed to teach disability rights in an employment setting. Using a non-concurrent multiple baseline design across participants, 9 students with IDD participated in a video-based behavior skills training to learn their disability Accommodation Rights. Prior to intervention, participants displayed variable knowledge of disability rights as evidenced by performance on a video assessment of scenarios of rights violations and non-violations. Following intervention, 8 of the 9 participants increased correct responding on the video assessment. Six participants required additional supports (e.g., feedback and/or booster sessions) to enhance accuracy, while 1 participant was excluded from the study. The implications of these findings are discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Behavioral sciences. $3 1148596
650 4 $a Education. $3 555912
650 4 $a Psychology. $3 555998
655 7 $a Electronic books. $2 local $3 554714
690 $a 0602
690 $a 0515
690 $a 0621
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Michigan State University. $b Applied Behavior Analysis. $3 1194404
773 0 $t Masters Abstracts International $g 57-05(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10808689 $z click for full text (PQDT)