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Effect of a Self-Advocacy Intervention on the GPA of Students with Disabilities

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Bibliographic Details
Title: Effect of a Self-Advocacy Intervention on the GPA of Students with Disabilities
Language: English
Authors: Robert, Alyssa J., Parker, Forrest R., III
Source: Journal of Research in Education. Fall 2020 29(2):118-137.
Availability: Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org
Peer Reviewed: Y
Page Count: 20
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Grade 7
Grade 8
Descriptors: Self Advocacy, Students with Disabilities, Mild Disabilities, Correlation, Skill Development, Grade Point Average, Intervention, Program Effectiveness, Effect Size, Junior High School Students, Grade 7, Grade 8
Geographic Terms: Louisiana
ISSN: 1083-6470
Abstract: An integrated program to teach self-advocacy techniques to students with disabilities was implemented in one Louisiana School District. Students (171) with mild disabilities were exposed to explicit instruction in self-advocacy skills. Student's GPAs were compared from one semester in the 2018-2019 school year and one semester in the 2019-2020 school year. The results indicated a statistically significant positive difference in GPA's between students who received the intervention and those who did not. The effect size was of the intervention was considered small (0.21).
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1274024
Database: ERIC
Description
Abstract:An integrated program to teach self-advocacy techniques to students with disabilities was implemented in one Louisiana School District. Students (171) with mild disabilities were exposed to explicit instruction in self-advocacy skills. Student's GPAs were compared from one semester in the 2018-2019 school year and one semester in the 2019-2020 school year. The results indicated a statistically significant positive difference in GPA's between students who received the intervention and those who did not. The effect size was of the intervention was considered small (0.21).
ISSN:1083-6470