Self-advocacy is an important skill, especially as students transition from high school to postsecondary settings. In this study, five high-school students with specific learning disabilities (SLD) were taught to use a self-advocacy intervention to learn to request academic accommodations. A multiple-baseline across participants design was used to examine the functional relation between the intervention and students’ performance. Students learned the self-advocacy intervention, consisting of 17 target behaviors, during after-school sessions across approximately 6 weeks. Based on the visual analysis and percentage of nonoverlapping data, there was strong evidence of a functional relation between the self-advocacy intervention and an increase in participants’ performance for requesting academic accommodations during role-play scenarios. Participants maintained self-advocacy skills 2 weeks after mastery and generalized accommodation requests with other school-based personnel. Social validity data indicated that participants valued the intervention. Implications for practitioners are discussed for transition and self-advocacy skills as well as future research opportunities.

中文翻译：

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有学习障碍的高中生：在角色扮演中要求住宿

自我倡导是一项重要技能，尤其是当学生从高中过渡到高等教育环境时。在这项研究中，五名有特定学习障碍 (SLD) 的高中生被教导使用自我倡导干预来学习请求学术便利。跨参与者设计的多基线用于检查干预与学生表现之间的功能关系。学生在大约 6 周的课后课程中学习了自我倡导干预，包括 17 种目标行为。基于视觉分析和非重叠数据的百分比，有强有力的证据表明自我倡导干预与参与者在角色扮演场景中要求学术便利的表现的提高之间存在功能关系。参与者在掌握并与其他学校人员一起提出普遍的住宿要求后 2 周保持自我倡导技能。社会效度数据表明参与者重视干预。讨论了对从业者的影响，包括过渡和自我倡导技能以及未来的研究机会。