Citation

Dryden EM, Desmarais J, Arsenault L. J. Sch. Health 2014; 84(12): 793-801.

Affiliation

Institute for Community Health, Harvard Medical School, 163 Gore St., Cambridge, MA 02141. edryden@challiance.org.

Copyright

(Copyright © 2014, American School Health Association, Publisher John Wiley and Sons)

DOI

10.1111/josh.12211

PMID

25388596

Abstract

BACKGROUND: Individuals with disabilities experience higher rates of abuse than the nondisabled. Few evidence-based prevention interventions have been published despite a need for such work. This study evaluated IMPACT: Ability, a safety and self-advocacy training for individuals with cognitive and/or physical disabilities.

METHODS: A quasi-experimental design was used to assess change in safety and self-advocacy knowledge, confidence, and behaviors among special education high school students in Boston, MA. Instruments were interviewer-administered at 3 time points. Analysis of covariance (ANCOVA) was used to compare change between the intervention (N = 21) and wait-list (N = 36) groups. Repeated measures analysis was used to test change in the complete sample (N = 57).

RESULTS: Students were diverse (58% males, 82% nonwhite) with a range of disabilities. Significantly greater improvement in key outcomes, including safety and self-advocacy knowledge, confidence, and behavior, were observed in intervention students compared to the wait-list group.

RESULTS in the complete sample showed evidence of further improvements in students' sense of safety and general self-efficacy.

CONCLUSIONS: These findings are encouraging given the effects were demonstrated in a heterogeneous urban population.Ability may be an effective safety and self-advocacy training for students with disabilities. Further research will be required to determine effectiveness within particular subpopulations of students.

Language: en