Dr. Cheryl Grenwelge - Academia.edu (original) (raw)

Papers by Dr. Cheryl Grenwelge

Medical research archives, Dec 31, 2022

Journal of Disability Policy Studies, Oct 4, 2012

Federal and state policies concerning disability issues are often made based on advocacy efforts ... more Federal and state policies concerning disability issues are often made based on advocacy efforts by individuals with disabilities and their allies. Providing self-advocacy and leadership training to youth with disabilities has been widely regarded as critically important to promote legislation and policies that support these individuals. This study evaluated the effects of the youth leadership summer training on the self-advocacy abilities of high school students with disabilities. A nonequivalent group design was used. The sample included 68 high school juniors and seniors aged 16 to 22, with 34 in the experimental group and 34 in the control group. The Texas Statewide Youth Leadership Forum Pre/Post Questionnaire was used to measure the participants’ self-advocacy abilities a week prior to the training and immediately following the training. Results indicated that the training improved the self-advocacy abilities of the participants, individuals with developmental disabilities gained significantly more than the other disability groups, and gender did not interact with treatment to affect the self-advocacy abilities of these participants. Implications to policy and practices are discussed.

Teaching Exceptional Children, Mar 1, 2010

ABSTRACT Collective group advocacy at the political level is an essential practice for creating a... more ABSTRACT Collective group advocacy at the political level is an essential practice for creating a society that is responsive to the needs and rights of individuals with disabilities. Youth Leadership Forum (YLF) is a popular mechanism for training adolescents with disabilities to become such a force for change. The traditional YLF model, however, has limitations due to its lack of a systematic approach and a follow-up component. This article introduces a new and improved YLF model that comprises progressive levels of training and systematic follow-up components.

Journal of Psychoeducational Assessment, Jul 24, 2009

TheWoodcock-Johnson Test of Achievement Form C/Brief Battery (2007) is described by its authors a... more TheWoodcock-Johnson Test of Achievement Form C/Brief Battery (2007) is described by its authors as an individually administered measure of achievement for individuals aged 2 through 90 plus. The Brief Battery is an addition to the Woodcock-Johnson III Normative Update family of products, which includes the Woodcock-Johnson III Tests of Achievement, Forms A and B, and the Woodcock-Johnson III Tests of Cognitive Abilities. The component tests and administration procedures that are included in the Brief Battery are representative of the nine core subtests of theWoodcock-Johnson III Tests of Achievement, Forms A and B, but with all new items (Mather, Schrank, & Woodcock, 2007, p. 5). The Brief Battery clusters include Brief Achievement, Brief Reading, Brief Math, and Brief Writing. According to the authors, each of these clusters is intended to provide a highly reliable forecast of future achievement in a minimum amount of testing time (Mather, et al., 2007, pp. 6-8). The reported testing time of the Brief Achievement cluster is approximately 15 minutes. Ten minutes is the testing time being reported for the Brief Reading clusters and Brief Math clusters. The Brief Writing cluster testing time frame is reported as approximately 20 min, with an overall 1 hour needed to complete all nine subtests. The purpose reported by the authors for the addition of the Brief Battery instrument was to provide professionals with a tool that would yield more information in less testing time. They report uses for the instrument as a screening tool, a tool for reevaluations, an instrument to monitor student progress, and a tool to assess student academic strengths and weakness (Mather, et al., 2007, pp. 6-8). Furthermore, the authors assert that the assessment components and reports harmonize with problem-solving models like a Response to Intervention (RTI) model with norm referenced scores.TheBrief Battery can be used as a third form (FormC) for the ninemost frequently usedWoodcock-Johnson III achievement tests (WJIII Solution Focused, 2006, p. 4). It can stand alone or can be used in conjunctionwith the otherWoodcock-Johnson III Tests of Achievement and Woodcock-Johnson III Tests of Cognitive Abilities.

Rehabilitation Psychology, May 1, 2010

Education and training in autism and developmental disabilities, Jun 1, 2010

Journal of Extension

This article reports on a qualitative study to assess Texas Family Consumer Science (FCS) Extensi... more This article reports on a qualitative study to assess Texas Family Consumer Science (FCS) Extension professionals' experiences working with individuals with disabilities and their perceived skills in promoting and delivering inclusive educational programming for this audience. Study results indicate that overall Extension educators viewed inclusive programming for individuals with disabilities as favorable but also reported a number of barriers to successfully implement inclusive programs. Educators' most pressing needs included: professional development in the area of disability, inclusive educational strategies and support funds for necessary accommodations. Implications for promoting and delivering inclusive educational programming for communities are addressed.

Journal of Extension

Increasing prevalence rates and legislative mandates imply that educators, parents, and Extension... more Increasing prevalence rates and legislative mandates imply that educators, parents, and Extension agents will need better tools and resources to meet the needs of special populations. The Texas A&M AgriLife Extension Service addresses this issue by using e-learning tools. Extension agents can take advantage of these courses to gain critical special populations-related knowledge as well as garner professional development credit.

Inclusion, 2018

In an era of globalization, receiving postsecondary education (PSE) becomes necessary for young a... more In an era of globalization, receiving postsecondary education (PSE) becomes necessary for young adults to gain meaningful employment and earn a decent income that supports his or her independent living. The same is true for individuals with intellectual and developmental disabilities who desire for inclusive employment and community living. However, although an increasing number of individuals with intellectual and developmental disabilities have participated in various formats of PSE, this population is still severely underserved. Moreover, those who receive PSE are sometimes simply gaining a college experience or learning functional skills on college campuses. The purpose of this article is to present inclusive employment outcomes of individuals with intellectual and developmental disabilities who graduated from the Postsecondary Access and Training in Human Services (PATHS) program. These individuals' successful stories demonstrate that individuals with intellectual and devel...

TEACHING Exceptional Children, 2010

ABSTRACT Collective group advocacy at the political level is an essential practice for creating a... more ABSTRACT Collective group advocacy at the political level is an essential practice for creating a society that is responsive to the needs and rights of individuals with disabilities. Youth Leadership Forum (YLF) is a popular mechanism for training adolescents with disabilities to become such a force for change. The traditional YLF model, however, has limitations due to its lack of a systematic approach and a follow-up component. This article introduces a new and improved YLF model that comprises progressive levels of training and systematic follow-up components.

Journal of Disability Policy Studies, 2012

Federal and state policies concerning disability issues are often made based on advocacy efforts ... more Federal and state policies concerning disability issues are often made based on advocacy efforts by individuals with disabilities and their allies. Providing self-advocacy and leadership training to youth with disabilities has been widely regarded as critically important to promote legislation and policies that support these individuals. This study evaluated the effects of the youth leadership summer training on the self-advocacy abilities of high school students with disabilities. A nonequivalent group design was used. The sample included 68 high school juniors and seniors aged 16 to 22, with 34 in the experimental group and 34 in the control group. The Texas Statewide Youth Leadership Forum Pre/Post Questionnaire was used to measure the participants’ self-advocacy abilities a week prior to the training and immediately following the training. Results indicated that the training improved the self-advocacy abilities of the participants, individuals with developmental disabilities gai...

Rehabilitation Psychology, 2010

Journal of Psychoeducational Assessment, 2009

TheWoodcock-Johnson Test of Achievement Form C/Brief Battery (2007) is described by its authors a... more TheWoodcock-Johnson Test of Achievement Form C/Brief Battery (2007) is described by its authors as an individually administered measure of achievement for individuals aged 2 through 90 plus. The Brief Battery is an addition to the Woodcock-Johnson III Normative Update family of products, which includes the Woodcock-Johnson III Tests of Achievement, Forms A and B, and the Woodcock-Johnson III Tests of Cognitive Abilities. The component tests and administration procedures that are included in the Brief Battery are representative of the nine core subtests of theWoodcock-Johnson III Tests of Achievement, Forms A and B, but with all new items (Mather, Schrank, & Woodcock, 2007, p. 5). The Brief Battery clusters include Brief Achievement, Brief Reading, Brief Math, and Brief Writing. According to the authors, each of these clusters is intended to provide a highly reliable forecast of future achievement in a minimum amount of testing time (Mather, et al., 2007, pp. 6-8). The reported testing time of the Brief Achievement cluster is approximately 15 minutes. Ten minutes is the testing time being reported for the Brief Reading clusters and Brief Math clusters. The Brief Writing cluster testing time frame is reported as approximately 20 min, with an overall 1 hour needed to complete all nine subtests. The purpose reported by the authors for the addition of the Brief Battery instrument was to provide professionals with a tool that would yield more information in less testing time. They report uses for the instrument as a screening tool, a tool for reevaluations, an instrument to monitor student progress, and a tool to assess student academic strengths and weakness (Mather, et al., 2007, pp. 6-8). Furthermore, the authors assert that the assessment components and reports harmonize with problem-solving models like a Response to Intervention (RTI) model with norm referenced scores.TheBrief Battery can be used as a third form (FormC) for the ninemost frequently usedWoodcock-Johnson III achievement tests (WJIII Solution Focused, 2006, p. 4). It can stand alone or can be used in conjunctionwith the otherWoodcock-Johnson III Tests of Achievement and Woodcock-Johnson III Tests of Cognitive Abilities.

Medical research archives, Dec 31, 2022

Journal of Disability Policy Studies, Oct 4, 2012

Federal and state policies concerning disability issues are often made based on advocacy efforts ... more Federal and state policies concerning disability issues are often made based on advocacy efforts by individuals with disabilities and their allies. Providing self-advocacy and leadership training to youth with disabilities has been widely regarded as critically important to promote legislation and policies that support these individuals. This study evaluated the effects of the youth leadership summer training on the self-advocacy abilities of high school students with disabilities. A nonequivalent group design was used. The sample included 68 high school juniors and seniors aged 16 to 22, with 34 in the experimental group and 34 in the control group. The Texas Statewide Youth Leadership Forum Pre/Post Questionnaire was used to measure the participants’ self-advocacy abilities a week prior to the training and immediately following the training. Results indicated that the training improved the self-advocacy abilities of the participants, individuals with developmental disabilities gained significantly more than the other disability groups, and gender did not interact with treatment to affect the self-advocacy abilities of these participants. Implications to policy and practices are discussed.

Teaching Exceptional Children, Mar 1, 2010

ABSTRACT Collective group advocacy at the political level is an essential practice for creating a... more ABSTRACT Collective group advocacy at the political level is an essential practice for creating a society that is responsive to the needs and rights of individuals with disabilities. Youth Leadership Forum (YLF) is a popular mechanism for training adolescents with disabilities to become such a force for change. The traditional YLF model, however, has limitations due to its lack of a systematic approach and a follow-up component. This article introduces a new and improved YLF model that comprises progressive levels of training and systematic follow-up components.

Journal of Psychoeducational Assessment, Jul 24, 2009

TheWoodcock-Johnson Test of Achievement Form C/Brief Battery (2007) is described by its authors a... more TheWoodcock-Johnson Test of Achievement Form C/Brief Battery (2007) is described by its authors as an individually administered measure of achievement for individuals aged 2 through 90 plus. The Brief Battery is an addition to the Woodcock-Johnson III Normative Update family of products, which includes the Woodcock-Johnson III Tests of Achievement, Forms A and B, and the Woodcock-Johnson III Tests of Cognitive Abilities. The component tests and administration procedures that are included in the Brief Battery are representative of the nine core subtests of theWoodcock-Johnson III Tests of Achievement, Forms A and B, but with all new items (Mather, Schrank, & Woodcock, 2007, p. 5). The Brief Battery clusters include Brief Achievement, Brief Reading, Brief Math, and Brief Writing. According to the authors, each of these clusters is intended to provide a highly reliable forecast of future achievement in a minimum amount of testing time (Mather, et al., 2007, pp. 6-8). The reported testing time of the Brief Achievement cluster is approximately 15 minutes. Ten minutes is the testing time being reported for the Brief Reading clusters and Brief Math clusters. The Brief Writing cluster testing time frame is reported as approximately 20 min, with an overall 1 hour needed to complete all nine subtests. The purpose reported by the authors for the addition of the Brief Battery instrument was to provide professionals with a tool that would yield more information in less testing time. They report uses for the instrument as a screening tool, a tool for reevaluations, an instrument to monitor student progress, and a tool to assess student academic strengths and weakness (Mather, et al., 2007, pp. 6-8). Furthermore, the authors assert that the assessment components and reports harmonize with problem-solving models like a Response to Intervention (RTI) model with norm referenced scores.TheBrief Battery can be used as a third form (FormC) for the ninemost frequently usedWoodcock-Johnson III achievement tests (WJIII Solution Focused, 2006, p. 4). It can stand alone or can be used in conjunctionwith the otherWoodcock-Johnson III Tests of Achievement and Woodcock-Johnson III Tests of Cognitive Abilities.

Rehabilitation Psychology, May 1, 2010

Education and training in autism and developmental disabilities, Jun 1, 2010

Journal of Extension

This article reports on a qualitative study to assess Texas Family Consumer Science (FCS) Extensi... more This article reports on a qualitative study to assess Texas Family Consumer Science (FCS) Extension professionals' experiences working with individuals with disabilities and their perceived skills in promoting and delivering inclusive educational programming for this audience. Study results indicate that overall Extension educators viewed inclusive programming for individuals with disabilities as favorable but also reported a number of barriers to successfully implement inclusive programs. Educators' most pressing needs included: professional development in the area of disability, inclusive educational strategies and support funds for necessary accommodations. Implications for promoting and delivering inclusive educational programming for communities are addressed.

Journal of Extension

Increasing prevalence rates and legislative mandates imply that educators, parents, and Extension... more Increasing prevalence rates and legislative mandates imply that educators, parents, and Extension agents will need better tools and resources to meet the needs of special populations. The Texas A&M AgriLife Extension Service addresses this issue by using e-learning tools. Extension agents can take advantage of these courses to gain critical special populations-related knowledge as well as garner professional development credit.

Inclusion, 2018

In an era of globalization, receiving postsecondary education (PSE) becomes necessary for young a... more In an era of globalization, receiving postsecondary education (PSE) becomes necessary for young adults to gain meaningful employment and earn a decent income that supports his or her independent living. The same is true for individuals with intellectual and developmental disabilities who desire for inclusive employment and community living. However, although an increasing number of individuals with intellectual and developmental disabilities have participated in various formats of PSE, this population is still severely underserved. Moreover, those who receive PSE are sometimes simply gaining a college experience or learning functional skills on college campuses. The purpose of this article is to present inclusive employment outcomes of individuals with intellectual and developmental disabilities who graduated from the Postsecondary Access and Training in Human Services (PATHS) program. These individuals' successful stories demonstrate that individuals with intellectual and devel...

TEACHING Exceptional Children, 2010

ABSTRACT Collective group advocacy at the political level is an essential practice for creating a... more ABSTRACT Collective group advocacy at the political level is an essential practice for creating a society that is responsive to the needs and rights of individuals with disabilities. Youth Leadership Forum (YLF) is a popular mechanism for training adolescents with disabilities to become such a force for change. The traditional YLF model, however, has limitations due to its lack of a systematic approach and a follow-up component. This article introduces a new and improved YLF model that comprises progressive levels of training and systematic follow-up components.

Journal of Disability Policy Studies, 2012

Federal and state policies concerning disability issues are often made based on advocacy efforts ... more Federal and state policies concerning disability issues are often made based on advocacy efforts by individuals with disabilities and their allies. Providing self-advocacy and leadership training to youth with disabilities has been widely regarded as critically important to promote legislation and policies that support these individuals. This study evaluated the effects of the youth leadership summer training on the self-advocacy abilities of high school students with disabilities. A nonequivalent group design was used. The sample included 68 high school juniors and seniors aged 16 to 22, with 34 in the experimental group and 34 in the control group. The Texas Statewide Youth Leadership Forum Pre/Post Questionnaire was used to measure the participants’ self-advocacy abilities a week prior to the training and immediately following the training. Results indicated that the training improved the self-advocacy abilities of the participants, individuals with developmental disabilities gai...

Rehabilitation Psychology, 2010

Journal of Psychoeducational Assessment, 2009

TheWoodcock-Johnson Test of Achievement Form C/Brief Battery (2007) is described by its authors a... more TheWoodcock-Johnson Test of Achievement Form C/Brief Battery (2007) is described by its authors as an individually administered measure of achievement for individuals aged 2 through 90 plus. The Brief Battery is an addition to the Woodcock-Johnson III Normative Update family of products, which includes the Woodcock-Johnson III Tests of Achievement, Forms A and B, and the Woodcock-Johnson III Tests of Cognitive Abilities. The component tests and administration procedures that are included in the Brief Battery are representative of the nine core subtests of theWoodcock-Johnson III Tests of Achievement, Forms A and B, but with all new items (Mather, Schrank, & Woodcock, 2007, p. 5). The Brief Battery clusters include Brief Achievement, Brief Reading, Brief Math, and Brief Writing. According to the authors, each of these clusters is intended to provide a highly reliable forecast of future achievement in a minimum amount of testing time (Mather, et al., 2007, pp. 6-8). The reported testing time of the Brief Achievement cluster is approximately 15 minutes. Ten minutes is the testing time being reported for the Brief Reading clusters and Brief Math clusters. The Brief Writing cluster testing time frame is reported as approximately 20 min, with an overall 1 hour needed to complete all nine subtests. The purpose reported by the authors for the addition of the Brief Battery instrument was to provide professionals with a tool that would yield more information in less testing time. They report uses for the instrument as a screening tool, a tool for reevaluations, an instrument to monitor student progress, and a tool to assess student academic strengths and weakness (Mather, et al., 2007, pp. 6-8). Furthermore, the authors assert that the assessment components and reports harmonize with problem-solving models like a Response to Intervention (RTI) model with norm referenced scores.TheBrief Battery can be used as a third form (FormC) for the ninemost frequently usedWoodcock-Johnson III achievement tests (WJIII Solution Focused, 2006, p. 4). It can stand alone or can be used in conjunctionwith the otherWoodcock-Johnson III Tests of Achievement and Woodcock-Johnson III Tests of Cognitive Abilities.