An Experimental Analysis of an Online and In Person Training on Self-Advocacy Skills for Requesting ADA Accommodations

This study evaluated the effectiveness of two interventions for college students with disabilities targeting self-advocacy skills for requesting ADA accommodations. The first intervention assessed a two-part online knowledge and skills tutorial. The tutorial provided students with information about the ADA and how to self-advocate for accommodations. Participants were asked to complete a 12-question multiple choice knowledge assessment and engage in role-play scenarios to demonstrate their current knowledge and skill level for requesting accommodations. Results indicated that though the online training did improve some of the skills for requesting accommodations, mastery criteria was not met. The second intervention evaluated two components, the online tutorial and in-person accommodation skills training. Before the in-person training students completed the online tutorial and assessments to determine their baseline skill level for requesting accommodations. The in-person training included: an explanation of operational definitions for target skills, breaking down target skills into smaller components, a demonstration of example skills using role-play scenarios, and descriptive performance feedback. Following each session, the student and university staff member participated in role-play scenarios to evaluate the student’s post-training performance. Results showed that the in-person training allowed students to reach mastery criteria. Generalization and maintenance assessments indicated the skills were still being used three weeks post training. Future studies should address methods for applying online and in-person training components to areas such as employment, housing, and transportation.