Validation of the Adolescent Literacy and Academic Behavior Self-Efficacy Survey

Abstract

More often than not, the major secondary and post-school concerns for youth and young adults with disabilities relate to literacy challenges. These challenges include reading, writing, strategic learning, and self-regulatory behaviors. Even challenging behaviors and school drop-out concerns frequently connect to literacy. We believe that there exists interdependence between confidence in ones' literacy skills (self-efficacy) and performance (literacy achievement and motivation to be in school). This article describes an adolescent literacy and academic behavior self-efficacy survey and the validation of this survey as a reliable literacy efficacy assessment. The article describes practitioner uses of the Adolescent Literacy and Academic Behavior Self-Efficacy Survey (ALAB) as an evaluation tool; ideas for building literacy self-efficacy are also offered and have been aligned with evidence-based practices. In addition, recommendations for future research connecting self-efficacy to desired transition outcomes are addressed.