Teaching Self-Advocacy Skills:  A Review and Call for Research

Schena, David; Rosales, Rocío; Rowe, Emily

doi:10.1007/s10864-022-09472-7

Cited by 7 publications

(4 citation statements)

References 15 publications

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“…This study’s participants reported the highest number of actions in the first two action categories, Tell and Ask , emphasizing their vast capacity to use these actions in daily life. These actions can be specified as communication actions; indeed, self-advocacy is linked to self-knowledge, independence, and communication [ 38 ].…”

Section: Discussionmentioning

confidence: 99%

Promoting Effective Self-Management of the Gluten-Free Diet: Children’s and Adolescents’ Self-Generated Do’s and Don’ts

Meyer

2022

IJERPH

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Celiac disease (CD) is a chronic health condition treated by managing a lifelong, strict, and demanding gluten-free diet. Managing the diet entails effective use of self-management skills. This study aimed to explore self-generated procedures children and adolescents with CD in Israel perform when participating in food-related activities considering their self-management skills and health requirements. Participants included children and adolescents with CD, aged 8 to 18 years, that had been diagnosed more than 6 months prior to the study. Parents completed a demographic questionnaire and reported their child’s constancy in adherence to the diet. Children and adolescents were asked to share the things they do themselves to prepare for participating in the various activities. Responses were qualitatively analyzed, and common themes were identified and categorized using directed analysis. Participants were 126 children and adolescents (Mage = 12.33 yr, SD = 2.85), 67.5% of whom had been diagnosed more than 3 yr prior to the study. Based on parents’ reports, almost all (97.6%) participants “always adhered” to the diet. A total of 10 categories were defined from the qualitative responses describing 125 do and don’t actions used by the children and adolescents to self-manage their diet. The do and don’t actions encompass cognitive planning far beyond the mere act of avoiding gluten. These actions can serve as an initial database of suggested strategies to support acquiring independent self-management. Understanding the cognitive complexity of routinely carrying out the diet while actively participating in everyday activities can assist health professionals in building support and intervention programs, promoting effective self-management, and facilitating optimal adherence to the diet.

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Section: Discussionmentioning

confidence: 99%

Promoting Effective Self-Management of the Gluten-Free Diet: Children’s and Adolescents’ Self-Generated Do’s and Don’ts

Meyer

2022

IJERPH

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“…The skill of self-advocacy is a crucial skill and of utmost importance in higher grades of primary school, and its development is needed for a person's daily functioning. A great number of authors emphasize the importance of self-advocacy during the first IEP meeting (Cooper, 2019;Mitchell, Morning & Panter, 2019;Sanderson & Goldman, 2020;Schena, Rosales & Rowe, 2022). The active participation of students ensures the ability for the student to express their opinion, and preferences or to suggest goals that can contribute to the final creation of the IEP.…”

Section: Participation Of Students With Disabilities In the Developme...mentioning

confidence: 99%

Participation of Students with Disabilities in the Development of Individual Education Plan

Rajšli-Tokoš

2023

Kpolisa

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The usefulness of individual education plans (IEP) is undeniable for students, parents and teachers/special education teachers. In addition to development (team cooperation), and implementation, the participation of students with disabilities and developmental disorders is essential. According to modern literature, only the participation of students and self-directed IEP meetings provide various benefits (development of self-evaluation skills, self-advocacy, and probability of motivation to achieve the goals planned in the IEP, etc.). The aim of the paper is to examine teachers and special education teachers about the participation and role of students in the first meeting of the IEP team. Additionally, to determine the differences in relation to the experience of working with students with developmental disorders and the educational profile of experts. This research included 131 respondents (94 teachers and 37 special education teachers) from various regular and special secondary schools. The research was conducted online through “Google Forms”, the data was collected through the questionnaire IEP Implementation Rating Scale – IEP IRS without the influence of the examiner. Based on the results, we concluded that students are often absent from the first IEP meeting, while teachers/special education teachers and parents are present. In this research, experience in working with students with developmental disorders was not significantly associated with student participation. However, differences in the educational profile are noted, special education teachers have a leading role and the participation of students with disabilities and disorders in development is modest.

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“…To the authors' knowledge, research on the topic of self-advocacy has not yet established a unifying definition of self-advocacy among workers with disabilities. For example, Schena et al [41] conducted a literature review on teaching self-advocacy skills and found that most studies examined self-advocacy exclusively in an educational, rather than employment-based, setting. However, while the definition proposed by [38] is designed to apply to individuals in academic settings, it could apply to workplace self-advocacy as well.…”

Section: Self-advocacymentioning

confidence: 99%

“…For example, Lindsay et al [53] described a search of seven databases that produced 26 articles surrounding diagnosis disclosure behavior among autistic workers. However, based on the results of an earlier review [41], no studies have taught self-advocacy skills, nor examined them, in the context of employment or the ADA among the autism community.…”

Section: The Ada and Workplace Rightsmentioning

confidence: 99%

Autistic Adult Knowledge of the Americans with Disabilities Act and Employment-Related Rights

Schena

Rosales

2023

Education Sciences

Self Cite

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As the autism community continues to grow, it is increasingly important to evaluate strategies to teach workplace-related skills to the members of this community. One of these skills is self-advocacy, defined by Test et al. as consisting of four components: self-knowledge, knowledge of rights, communication, and leadership. This study aimed to address the second component of this definition, knowledge of rights. Three autistic adults learned information about key terms from the Americans with Disabilities Act. Participants practiced identifying legal rights related to discrimination and inability to provide certain accommodations in a series of short text scenarios, using instructor-modeled rehearsal of similar scenarios as the independent variable. Results show that each participant entered the study with an existing level of knowledge and ability to interpret the rights of various scenarios (30–60% correct during baseline) and that training resulted in small improvements (a 20–40% increase) in accurate scenario interpretation. Future research should include additional techniques, such as role play, to enhance performance accuracy and examine long-term retention and generalization of the skills acquired. Social validity feedback suggests that the training used in this study was acceptable to participants and may be amenable to future studies.

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Teaching Self-Advocacy Skills:  A Review and Call for Research

Cited by 7 publications

References 15 publications

Promoting Effective Self-Management of the Gluten-Free Diet: Children’s and Adolescents’ Self-Generated Do’s and Don’ts

Promoting Effective Self-Management of the Gluten-Free Diet: Children’s and Adolescents’ Self-Generated Do’s and Don’ts

Participation of Students with Disabilities in the Development of Individual Education Plan

Autistic Adult Knowledge of the Americans with Disabilities Act and Employment-Related Rights

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Teaching Self-Advocacy Skills: A Review and Call for Research

Cited by 7 publications

References 15 publications

Promoting Effective Self-Management of the Gluten-Free Diet: Children’s and Adolescents’ Self-Generated Do’s and Don’ts

Promoting Effective Self-Management of the Gluten-Free Diet: Children’s and Adolescents’ Self-Generated Do’s and Don’ts

Participation of Students with Disabilities in the Development of Individual Education Plan

Autistic Adult Knowledge of the Americans with Disabilities Act and Employment-Related Rights

Contact Info

Product

Resources

About

Teaching Self-Advocacy Skills:  A Review and Call for Research