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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Teaching Self-Advocacy for Disability Rights to Individuals With Intellectual and Developmental Disabilities Through a Behavior Skills Training Approach./
Author:	Price, Richard A.
Description:	1 online resource (60 pages)
Notes:	Source: Masters Abstracts International, Volume: 57-05.
Contained By:	Masters Abstracts International57-05(E).
Subject:	Behavioral sciences. -
Online resource:	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.
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500 $a Source: Masters Abstracts International, Volume: 57-05.
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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.
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