Pilot Testing an Online and Face-to-Face Self-Advocacy Skills Training Program for Negotiating Classroom Accommodations

Abstract

This study’s purpose was to pilot test the Access to Success online self-advocacy skills tutorial. The Access to Success tutorial was implemented with four community college students and targeted their ability to negotiate Americans with Disabilities Act (ADA) classroom accommodations. This online tutorial included both knowledge and skills components. The knowledge component (KBOT) provided students with information about federal disability legislation and how these mandates protect students with disabilities; while the skills tutorial (SBOT) presented students with operational definitions and video examples of each negotiation skill and its subskills. Students’ knowledge was assessed before and after completing the KBOT using several 12-question, multiple-choice assessments. Student’s negotiation skills were assessed during baseline and after each time they completed the SBOT using disability specific role-play scenarios. Results showed students mastered the KBOT’s concepts; while only mastering a portion of the negotiation skills. Students then completed a face-to-face training to help them master the remaining negotiation skills. Direct instruction was used to train students during the face-to-face training. This arrangement allowed the students and trainers to discuss the negotiation skills operational definitions, rationales and examples as well as demonstrate, practice and receive feedback on their deficient skills. Results showed the students mastered the majority of the remaining negotiations skills after completing the face-to-face training. Generalization and follow-up was assessed one month after training using student created role-play scenarios and a university staff member. Data from this assessment suggests students negotiation skills maintained and generalized under these conditions.