assessments, (b) people, and (c) time periods.
The authors used a single subject, multiple baseline design to evaluate a self-advocacy training program for 3 college students with disabilities (Barlow & Hersen, 1984; Baron, 1990; Kelly, 1982). The purpose of the training was to increase participants, proficiency in requesting classroom accommodations from their professors. The single subject multiple baseline (with replication) design is an appropriate strategy for determining whether participants acquire and maintain skills consistent with their introduction and reinforcement in the training schedule. Because of the number of target behaviors involved (17), the authors decided to portray the outcomes in terms of percentage of the 17 skills acquired and maintained over time. Hence, charted results indicate more about overall effectiveness of the program than about fluctuations in specific target behaviors over training.
In conducting a 3-year transition grant (Project Career) from the Office of Special Education Programs, the authors worked closely with the three students in this study. Each of the students elected to complete the classroom self-advocacy training program as part of a continuum of grant services. Project Career staff and student personnel professionals viewed each student as a good candidate for the training. Each individual needed classroom accommodations and expressed a desire to learn the skills in the program. Enrolled full-time at a large 4-year state university, the students had registered for services from the disability service office on campus. The participants were a single female with a visual impairment majoring in elementary education, a married female with a learning disability majoring in social work, and a single male with severe rheumatoid arthritis majoring in journalism. Due to illness, the male student dropped out of the study for three weeks; however, the training continued with the other two students. Later, when his health improved, this student returned to the training which was provided on an individual basis following the same schedule and format utilized with the other 2 students.
A behavioral self-advocacy skills training format was developed for this study that included an orientation lesson and seven lessons presenting the 17 target behaviors of the accommodation request process (Rumrill, Roessler, & Brown, 1994). The seven skill lessons included the following target behaviors:
Introduction: greeting, name, and reference to the class they were taking
Disclosure: statement of disability, presented in functional terms
Solution: previous accommodation(s) used, benefit, and statement of desire to use similar accommodations in this class