Evaluating Self-Advocacy Strategy Instruction for Students with an Intellectual Disability Using an Interactive Hypermedia Program
Amy L. Schelling, Shaila Rao

Abstract
The purpose of this study was to evaluate the efficacy of using a computer-mediated instructional strategy (the Self-Advocacy CD) to teach secondary students, identified as having an intellectual disability (ID), self-advocacy skills. Many of the previous studies validating the use of a self-advocacy strategy have not included participants identified as having an intellectual disability or utilized computer-mediated instruction. The need exists to determine effective ways to teach such skills given a limited amount of instructional time to do so. A multiple baseline across participants and across settings design was applied to determine the effects of instruction using a computer-mediated self-advocacy strategy on students' use of the strategy before and after the instructional period and across settings. The data presented in the study shows that through the use of a combination of computer-mediated and live instruction secondary students with an intellectual disability learned a self-advocacy strategy and were able to demonstrate use of the strategy across settings.

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