Using the Self-Advocacy Strategy to Support Middle School Students With EBD

Kinga Balint-Langel, Benjamin S. Riden

Research output: Contribution to journalArticlepeer-review


Self-advocacy skills enable active student involvement in the Individualized Education Program (IEP) planning process. However, some students with emotional and behavioral disorders (EBD) lack appropriate self-advocacy skills and may require specific instruction in how to prepare for and participate in their own IEP. Special educators may have limited knowledge and skills to foster the self-advocacy skills of students with EBD. Therefore, this article focuses on a research-based strategy, the Self-Advocacy Strategy (SAS), that can be used by educators to effectively promote students’ self-advocacy skills. Research support and a detailed overview and guidelines on how educators can implement the SAS in their classrooms are included.

Original languageEnglish (US)
Pages (from-to)103-114
Number of pages12
JournalBeyond Behavior
Issue number2
StatePublished - Jun 24 2021

Bibliographical note

Publisher Copyright:
© Hammill Institute on Disabilities 2021.


  • IEP
  • emotional and behavioral disorders
  • middle school
  • research-based strategy
  • self-advocacy


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