@article{ref1,
title="Effectiveness of the IMPACT: Ability program to improve safety and self-advocacy skills in high school students with disabilities",
journal="Journal of school health",
year="2014",
author="Dryden, Eileen M. and Desmarais, Jeffery and Arsenault, Lisa",
volume="84",
number="12",
pages="793-801",
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. <br><br>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). <br><br>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. <br><br>RESULTS in the complete sample showed evidence of further improvements in students' sense of safety and general self-efficacy. <br><br>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.<p /> <p>Language: en</p>",
language="en",
issn="0022-4391",
doi="10.1111/josh.12211",
url="http://dx.doi.org/10.1111/josh.12211"
}