King-Sears, MargaretMcGahee, Dwannal Wade2018-10-222018-10-222017https://hdl.handle.net/1920/11217The effects of a self-advocacy intervention on the performance of high school students with learning disabilities (LD) when requesting academic accommodations in a role-play situation were examined. Eligible participants were engaged in a combined single-subject research design study, which included multiple baselines across participants and changing criterion designs. The self-advocacy intervention occurred once a week for 5 to 6 consecutive weeks and consisted of 7 scripted lessons focusing on 1 or more of 17 target behaviors that were taught to the participants during 3 treatment subphases. The intervention occurred at the designated school after school hours or in community settings. The total intervention time for 5 participants across 3 treatment subphases ranged from 167 to 189 minutes for 5 to 6 sessions. The dependent variable in this study was the number of correctly demonstrated targeted behaviors in a role-play situation. Visual analysis and percentage of nonoverlapping data (PND) were used to evaluate the effectiveness of the self-advocacy intervention.499 pagesenCopyright 2017 Dwannal Wade McGaheeSpecial educationHigh School StudentsInterventionLearning DisabilitySelf-AdvocacySelf-DeterminationTransitionDissertation