The Effects of the Self-Advocacy and Conflict Resolution Training on Ability to Request and Negotiate Academic Accommodations with High School Students with Autism Spectrum Disorders

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Bethune, L. (2015). The Effects of the Self-Advocacy and Conflict Resolution Training on Ability to Request and Negotiate Academic Accommodations with High School Students with Autism Spectrum Disorders. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

Over the past few decades, more persons with disabilities, including students with Autism Spectrum Disorders, are enrolling and attending postsecondary education. With this increase, as students with ASD transition to postsecondary education, these students are faced with various challenges to this transition, specifically acquiring self-advocacy and conflict resolution skills and gaining an understanding of how their disability affects their learning. Recently, more attention has focused on critical predictors of post-school success in the area of postsecondary education (Rowe et al., 2014), such as self-advocacy skills, however, not all students are equipped with these skills in the transition to post-school situations. Self-advocacy has been identified as a predictor of post-school success in the area of postsecondary education (Rowe et al., 2014; Test, Fowler et al., 2009). Furthermore, previous literature in the area of self-advocacy indicate the need for more attention on the acquisition of self-advocacy skills focusing on requesting and negotiating academic accommodations with students with low-incidence disabilities, particularly students with ASD (Hendricks & Wehman, 2009; Pinder-Amaker, 2014; Roberts, 2010). The purpose of this study was to investigate the effects of the SACR training on ability to request and negotiate academic accommodations with high school students with Autism Spectrum Disorders. Findings showed a functional relation between the self-advocacy intervention and students’ ability to request and negotiate academic accommodations in a role-play setting. In addition, students were able to generalize most of the targeted behaviors to an in-vivo setting with two university instructors. Lastly, social validity data indicated the social significance of the independent variable on the dependent variables.

Details
Author

Bethune, Lauren

Title

The Effects of the Self-Advocacy and Conflict Resolution Training on Ability to Request and Negotiate Academic Accommodations with High School Students with Autism Spectrum Disorders

Physical Description

1 online resource (173 pages) : PDF

Date

2015

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

Over the past few decades, more persons with disabilities, including students with Autism Spectrum Disorders, are enrolling and attending postsecondary education. With this increase, as students with ASD transition to postsecondary education, these students are faced with various challenges to this transition, specifically acquiring self-advocacy and conflict resolution skills and gaining an understanding of how their disability affects their learning. Recently, more attention has focused on critical predictors of post-school success in the area of postsecondary education (Rowe et al., 2014), such as self-advocacy skills, however, not all students are equipped with these skills in the transition to post-school situations. Self-advocacy has been identified as a predictor of post-school success in the area of postsecondary education (Rowe et al., 2014; Test, Fowler et al., 2009). Furthermore, previous literature in the area of self-advocacy indicate the need for more attention on the acquisition of self-advocacy skills focusing on requesting and negotiating academic accommodations with students with low-incidence disabilities, particularly students with ASD (Hendricks & Wehman, 2009; Pinder-Amaker, 2014; Roberts, 2010). The purpose of this study was to investigate the effects of the SACR training on ability to request and negotiate academic accommodations with high school students with Autism Spectrum Disorders. Findings showed a functional relation between the self-advocacy intervention and students’ ability to request and negotiate academic accommodations in a role-play setting. In addition, students were able to generalize most of the targeted behaviors to an in-vivo setting with two university instructors. Lastly, social validity data indicated the social significance of the independent variable on the dependent variables.

Genre

doctoral dissertations

Subjects--Topics

Special education

Degree

Ph.D.

Subject Area

Special Education

Advisor(s)

Test, David

Committee Members

Wood, Wendy
Wood, Charles
Lewis, Chance

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2015.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Bethune_uncc_0694D_10886

Permalink

http://hdl.handle.net/20.500.13093/etd:912