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

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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
FullText Text:
  Availability: 0
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  Data: Effect of a Self-Advocacy Intervention on the GPA of Students with Disabilities
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Education%22"><i>Journal of Research in Education</i></searchLink>. Fall 2020 29(2):118-137.
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  Data: 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
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Self+Advocacy%22">Self Advocacy</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Mild+Disabilities%22">Mild Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Point+Average%22">Grade Point Average</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Effect+Size%22">Effect Size</searchLink><br /><searchLink fieldCode="DE" term="%22Junior+High+School+Students%22">Junior High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Louisiana%22">Louisiana</searchLink>
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  Data: 1083-6470
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  Data: 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).
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  Data: EJ1274024
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 118
    Subjects:
      – SubjectFull: Self Advocacy
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Mild Disabilities
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Grade Point Average
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Effect Size
        Type: general
      – SubjectFull: Junior High School Students
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Grade 8
        Type: general
      – SubjectFull: Louisiana
        Type: general
    Titles:
      – TitleFull: Effect of a Self-Advocacy Intervention on the GPA of Students with Disabilities
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          Name:
            NameFull: Robert, Alyssa J.
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            NameFull: Parker, Forrest R., III
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              M: 01
              Type: published
              Y: 2020
          Identifiers:
            – Type: issn-print
              Value: 1083-6470
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              Value: 29
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              Value: 2
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            – TitleFull: Journal of Research in Education
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