Disability advocacy messaging and conceptual links to underlying disability identity development among college students with learning disabilities and attention disorders.

The advocacy projects were only one part of a larger program that also included monthly group psychoeducation and facilitated discussions and one-to-one mentorship, so any single component cannot be separated. There was no control group, so changes cannot be compared with students who did not receive the program. The sample was a convenience sample of STEM undergraduates at one large public research-intensive university, so it may not apply to non-STEM students or smaller colleges. Project titles and short descriptions were not designed to measure the student's disability identity, so the link to identity is tentative. Sample sizes for time comparisons ranged from 15 to 28, and small sizes may have limited the ability to detect changes.

The supplied text does not include an author conflict-of-interest statement; the publication types list research support from N.I.H. Extramural and U.S. Government non-P.H.S.

Do not conclude that creating advocacy projects improves disability identity or self-advocacy. The projects were only one part of a larger support program with monthly group psychoeducation and facilitated discussions, one-to-one mentorship, and advocacy projects, there was no control group, and the projects were not created to measure the student's identity.