Increasing the knowledge and competencies needed for active participation in transition planning: Use of the CD-ROM version of the self-advocacy strategy with students with emotional and behavioral disorders
Patti, Angela Leigh
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Given their dismal postschool outcomes, students with emotional and behavioral disorders (EBD) are in dire need of effective methods to increase their involvement in the transition process. It is believed that through this increased involvement, students with EBD may have greater opportunity to realize success in their postschool endeavors. This single-subject research study examined the effects of a self-determination program, the CD-ROM version of the Self-Advocacy Strategy, on the transition-related knowledge and skills of students with EBD. After strategy instruction, the students were able to better respond to transition-related probe questions and scored higher on a self-report measure of self-determination. Some students were also able to contribute more in mock transition planning meetings after strategy instruction as compared to before strategy instruction. Implications, limitations, and directions for future research are discussed.