Effects of the CD-Rom Version of the "Self-Advocacy Strategy" on Quality of Contributions in IEP Meetings of High School Students with Intellectual Disability

Autor/inn/en	Cease-Cook, Jennifer; Test, David W.; Scroggins, La' Shawndra
Titel	Effects of the CD-Rom Version of the "Self-Advocacy Strategy" on Quality of Contributions in IEP Meetings of High School Students with Intellectual Disability
Quelle	In: Education and Training in Autism and Developmental Disabilities, 48 (2013) 2, S.258-268 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	High School Students; Individualized Education Programs; Mental Retardation; Self Advocacy; Computer Peripherals; Student Participation; Generalization; Computer Assisted Instruction; Instructional Effectiveness; Intervention + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Individualized education program; Individualisierendes Lernen; Geistige Behinderung; Selbstbehauptung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg
Abstract	This study used a multiple-probe across participants design to examine the effects of the CD-Rom version of the "Self-Advocacy Strategy" on quality of contributions in Individual Education Plan (IEP) meetings of five high school students with intellectual disability. Results indicated a functional relationship between using the CD-Rom version and students' quality of contributions in their IEP meetings. In addition, all five students maintained their skills for four weeks and were able to generalize skills to their actual IEP meeting. Implications for practice and recommendations for future research are described. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10