[Abstract]
Self-advocacy skills for students with disabilities have been linked to elevated school retention rates and more successful adult outcomes. Test, Fowler, Brewer, and Wood examined evidence of self-advocacy practices published from 1972 to June 2004. As an update to their study, we reviewed empirical studies (N = 18) published from June 2004 to June 2012 that promote self-advocacy for students with disabilities. Interpretations included a continued need to study program effects on students from diverse backgrounds and more rigorous research on self-advocacy predictors and outcomes.
Compared with the previously reviewed studies, recent single-case studies improved participant selection reporting and procedural fidelity but declined in controlling for internal validity; group experimental studies improved from the previously reviewed studies in measuring dependent variables at appropriate times and using appropriate analysis and declined in reporting
intervention agent details.