Effectiveness of IMPACT:Ability to Improve Safety and Self-Advocacy Skills in Students with Disabilities--Follow-Up Study

Autor/inn/en	Dryden, Eileen M.; Desmarais, Jeffrey; Arsenault, Lisa
Titel	Effectiveness of IMPACT:Ability to Improve Safety and Self-Advocacy Skills in Students with Disabilities--Follow-Up Study
Quelle	In: Journal of School Health, 87 (2017) 2, S.83-89 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
Schlagwörter	Disabilities; Statistical Analysis; Scores; Advocacy; Special Education; High School Students; Safety; Prevention; Comparative Analysis; Intervention; Program Effectiveness; African American Students; Hispanic American Students; Self Esteem; Outcomes of Education; Surveys; Followup Studies + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Statistische Analyse; Sozialanwaltschaft; Special needs education; Sonderpädagogik; Sonderschulwesen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sicherheit; Prävention; Vorbeugung; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Self-esteem; Selbstaufmerksamkeit; Lernleistung; Schulerfolg; Survey; Umfrage; Befragung; Follow-up studies; Kontaktstudium
Abstract	Background: Research shows that individuals with disabilities are more likely to experience abuse than their peers without disabilities. Yet, few evidenced-based abuse prevention interventions exist. This study examines whether positive outcomes identified previously in an evaluation of IMPACT:Ability were maintained 1 year later. Methods: A survey measuring safety and self-advocacy knowledge, confidence, and behaviors among special education high-school students was administered 12 months post-training. Paired samples t-tests were used to compare baseline to follow up and postsurvey to follow up and repeated measures analyses were conducted to test the effect of time across the 3 time points (baseline, post, and 1-year follow up) (N = 47). Results: Follow-up study participants had a range of disabilities, just over half were boys, and most were either black or Latino/Hispanic. Difference between scores at baseline and follow-up for all the measures of interest represented gains from baseline. Statistically significant post-training improvements in participants' safety and self-advocacy knowledge and confidence were maintained 1-year later. Conclusions: These results provide additional support for the case that IMPACT:Ability is a promising safety and self-advocacy training program for diverse groups of students with disabilities. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01