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Effects of training on self-advocacy...

Wysocki, Todd M.

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Effects of training on self-advocacy knowledge and performance among community college students with learning disabilities.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Effects of training on self-advocacy knowledge and performance among community college students with learning disabilities./
Author:	Wysocki, Todd M.
Description:	179 p.
Notes:	Adviser: Lynn Gelzheiser.
Contained By:	Dissertation Abstracts International64-07A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3098299
ISBN:	9780496459117

Effects of training on self-advocacy knowledge and performance among community college students with learning disabilities.
Wysocki, Todd M.

Effects of training on self-advocacy knowledge and performance among community college students with learning disabilities. - 179 p.

Adviser: Lynn Gelzheiser.

Thesis (Ph.D.)--State University of New York at Albany, 2003.

This study was designed to examine the impact of a self-advocacy skills training program on students with learning disabilities' knowledge of self-advocacy and performance in self-advocacy simulations. The training program was incorporated into a Learning Disabilities Seminar Class offered at a community college in upstate New York. A convenience sample of 24 college students with learning disabilities was used. For the purposes of the study, self-advocacy knowledge was categorized into four components: disability legislation and individual rights, accommodations, learning disabilities, and components and practices of self-advocacy. Performance in the four knowledge areas was assessed using pretest and posttest measures. Performance in self-advocacy was assessed indirectly, using two role-play simulations. The simulations were designed to evaluate performance relative to the four knowledge areas. The relationship between performance in the simulations and knowledge was examined. A graphical approach to analysis was used to assess knowledge acquisition. Specifically, a Dependent Sample Difference Score Assessment Plot was employed to examine dependent sample data for each knowledge subtest. Scatter plots and correlations were generated to examine the extent to which role-play-based performance can predict knowledge-based performance. The findings suggest that the treatment had a positive impact on knowledge acquisition for a majority of the subjects with respect to the overall assessment as well as the four subtests. Moderate correlations were found between knowledge performance and role-play performance. The distribution of data points in scatter plots provided evidence of a relationship between knowledge and performance for some individuals, but not for the majority of subjects. The study has multiple implications for practice and research. Systematic training in self-advocacy in the first semester of college can result in an increase in knowledge; however, more empirical research is needed to demonstrate that self-advocacy skills can be taught, learned and generalized. Furthermore, the use of a variety of statistical methodologies may allow for an examination of individual outcomes. Suggestions for the design of the treatment and future studies are provided.

ISBN: 9780496459117Subjects--Topical Terms:

1018008
Education, Community College.

Effects of training on self-advocacy knowledge and performance among community college students with learning disabilities.
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100 1 $a Wysocki, Todd M. $3 1288387
245 1 0 $a Effects of training on self-advocacy knowledge and performance among community college students with learning disabilities.
300 $a 179 p.
500 $a Adviser: Lynn Gelzheiser.
500 $a Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2449.
502 $a Thesis (Ph.D.)--State University of New York at Albany, 2003.
520 $a This study was designed to examine the impact of a self-advocacy skills training program on students with learning disabilities' knowledge of self-advocacy and performance in self-advocacy simulations. The training program was incorporated into a Learning Disabilities Seminar Class offered at a community college in upstate New York. A convenience sample of 24 college students with learning disabilities was used. For the purposes of the study, self-advocacy knowledge was categorized into four components: disability legislation and individual rights, accommodations, learning disabilities, and components and practices of self-advocacy. Performance in the four knowledge areas was assessed using pretest and posttest measures. Performance in self-advocacy was assessed indirectly, using two role-play simulations. The simulations were designed to evaluate performance relative to the four knowledge areas. The relationship between performance in the simulations and knowledge was examined. A graphical approach to analysis was used to assess knowledge acquisition. Specifically, a Dependent Sample Difference Score Assessment Plot was employed to examine dependent sample data for each knowledge subtest. Scatter plots and correlations were generated to examine the extent to which role-play-based performance can predict knowledge-based performance. The findings suggest that the treatment had a positive impact on knowledge acquisition for a majority of the subjects with respect to the overall assessment as well as the four subtests. Moderate correlations were found between knowledge performance and role-play performance. The distribution of data points in scatter plots provided evidence of a relationship between knowledge and performance for some individuals, but not for the majority of subjects. The study has multiple implications for practice and research. Systematic training in self-advocacy in the first semester of college can result in an increase in knowledge; however, more empirical research is needed to demonstrate that self-advocacy skills can be taught, learned and generalized. Furthermore, the use of a variety of statistical methodologies may allow for an examination of individual outcomes. Suggestions for the design of the treatment and future studies are provided.
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