Many individuals with an intellectual and developmental disabilities (IDD) are attending postsecondary education programs, yet they are not always proficient in using self-advocacy skills, such as requesting an academic accommodation. Access to these accommodations is vital for success in the postsecondary settings. Literacy based behavioral interventions (LBBIs) use a combination of print, visuals, and rehearsal and are an effective tool for teaching a range of skills including job skills to this population, but have not been investigated with a self-advocacy skill. In this study, a pre-service teacher was taught to deliver an LBBI to postsecondary students with IDD so they would learn to request and use a free online tool to record class lectures. Results showed that students were able to master the skill with the pre-service teacher delivered LBBI and maintain the skill after removal of the LBBI.

许多有智力和发育障碍 (IDD) 的人正在参加高等教育课程，但他们并不总是精通使用自我倡导技能，例如请求学术便利。获得这些便利设施对于在高等教育环境中取得成功至关重要。基于识字的行为干预 (LBBI) 结合使用印刷、视觉和排练，是向该人群教授包括工作技能在内的一系列技能的有效工具，但尚未对自我倡导技能进行调查。在这项研究中，一名职前教师被教导向 IDD 的中学后学生提供 LBBI，以便他们学习请求和使用免费的在线工具来录制课堂讲座。