Walker, A. R., & Test, D. W. (2011). Using a self-advocacy intervention on African American college students’ ability to request academic accommodations . Learning Disabilities Research & Practice , 26 (3), 134–144. https://doi.org/10.1111/j.1540-5826.2011.00333.x
Walker, A. R., & Test, D. W. (2011). Using a self-advocacy intervention on African American college students’ ability to request academic accommodations. Learning Disabilities Research & Practice, 26(3), 134–144. https://doi.org/10.1111/j.1540-5826.2011.00333.x
Accommodations were not specified. Methods of teaching self-advocacy skills to African American students with disabilities in postsecondary settings were examined. Accommodations participants were eligible for at the time included extended time, tape recorder, note-taker, detailed course syllabus, separate room, computer or word processor, and supplemental instruction/tutoring. Participants each chose one accommodation to request as part of their self-advocacy; requested accommodations included additional extended time, separate room testing, and supplemental instruction/tutoring.
Three African American male postsecondary students with either a learning disability or an ADD/ADHD diagnosis and a grade point average (GPA) of at least 2.0 were recommended by faculty to participate.
Data from a role play activity and an in vivo situation were collected to assess the effectiveness of an intervention targeting self-advocacy skills.. For the role play scenario, the number of correctly demonstrated target behaviors was observed by the researcher. For the in vivo situation, students met with their professor to request accommodations. Professors were then interviewed to determine whether the student utilized the self-advocacy skills covered in the intervention. A maintenance measure was also administered 1 to 2 weeks after participants reached mastery level for this intervention.
Students’ functional self-advocacy skills improved after participating in the intervention. Specifically, their ability to request academic accommodations in both a role play and an in vivo situation indicated that the intervention was effective. Additionally, there was a high degree of social validity. All participants found the intervention helpful in improving their self advocacy skills.