Date of Submission
2016
Degree Type
Dissertation
Degree Name
Doctor of Psychology (PsyD)
Department
Psychology
Department Chair
Robert A DiTomasso, PhD, ABPP
First Advisor
George McCloskey, PhD
Abstract
Students' abilities to employ self-advocacy skills have a wide research base; however, the research behind the use of students' self-advocacy skills used in conjunction with brain-based learning theory has not been widely explored. This is also true when one considers the population of children who have been studied; it is particularly true about those who have been diagnosed with language-based learning disabilities. This study, conducted using archival data at an independent school in the Philadelphia suburbs, used a variety of statistical methods to determine whether or not a brain-based learning self-advocacy program would increase students identified with a language based learning disabilities use and recognition of self-advocacy skills in the classroom. The only significant finding was that students did increase their knowledge and understanding of self-advocacy, post program.
Recommended Citation
Maynard, Megan, "Effect of a Brain Based Learning Program on Students' Use and Recognition of Self-Advocacy Skills" (2016). PCOM Psychology Dissertations. 399.
https://digitalcommons.pcom.edu/psychology_dissertations/399