Effectiveness of the IMPACT:Ability Program to Improve Safety and Self-Advocacy Skills in High School Students with Disabilities

Autor/inn/en	Dryden, Eileen M.; Desmarais, Jeffery; Arsenault, Lisa
Titel	Effectiveness of the IMPACT:Ability Program to Improve Safety and Self-Advocacy Skills in High School Students with Disabilities
Quelle	In: Journal of School Health, 84 (2014) 12, S.793-801 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12211
Schlagwörter	High School Students; Disabilities; Special Needs Students; Advocacy; Safety Education; Self Advocacy; Physical Disabilities; Quasiexperimental Design; Knowledge Level; Behavior Change; Self Efficacy; Special Education; Intervention; Experimental Groups; Control Groups; Program Effectiveness; Program Evaluation; Outcomes of Education; Capacity Building + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Handicap; Behinderung; Sonderpädagogischer Förderbedarf; Sozialanwaltschaft; Sicherheitserziehung; Selbstbehauptung; Physical handicap; Körperbehinderung; Wissensbasis; Self-efficacy; Selbstwirksamkeit; Special needs education; Sonderpädagogik; Sonderschulwesen; Programme evaluation; Programmevaluation; Lernleistung; Schulerfolg
Abstract	Background: Individuals with disabilities experience higher rates of abuse than the nondisabled. Few evidence-based prevention interventions have been published despite a need for such work. This study evaluated IMPACT:Ability, a safety and self-advocacy training for individuals with cognitive and/or physical disabilities. Methods: A quasi-experimental design was used to assess change in safety and self-advocacy knowledge, confidence, and behaviors among special education high school students in Boston, MA. Instruments were interviewer-administered at 3 time points. Analysis of covariance (ANCOVA) was used to compare change between the intervention (N = 21) and wait-list (N = 36) groups. Repeated measures analysis was used to test change in the complete sample (N = 57). Results: Students were diverse (58% males, 82% nonwhite) with a range of disabilities. Significantly greater improvement in key outcomes, including safety and self-advocacy knowledge, confidence, and behavior, were observed in intervention students compared to the wait-list group. Results in the complete sample showed evidence of further improvements in students' sense of safety and general self-efficacy. Conclusions: These findings are encouraging given the effects were demonstrated in a heterogeneous urban population. IMPACT:Ability may be an effective safety and self-advocacy training for students with disabilities. Further research will be required to determine effectiveness within particular subpopulations of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10