September 2008 Educati<strong>on</strong> <strong>and</strong> Training in Developmental Disabilities Vol. 43, No. 3, pp. 277–408
Educati<strong>on</strong> <strong>and</strong> Training in Developmental Disabilities The <str<strong>on</strong>g>Journal</str<strong>on</strong>g> of <str<strong>on</strong>g>the</str<strong>on</strong>g> <str<strong>on</strong>g>Divisi<strong>on</strong></str<strong>on</strong>g> <strong>on</strong> Developmental Disabilities, The Council for Excepti<strong>on</strong>al Children Editor: Stanley H. Zucker Ariz<strong>on</strong>a State University C<strong>on</strong>sulting Editors Martin Agran Reuben Altman Phillip J. Belfiore Shar<strong>on</strong> Borthwick-Duffy Michael P. Brady Fredda Brown Mary Lynne Calhoun Shar<strong>on</strong> F. Cramer Caroline Dunn Lise Fox David L. Gast Herbert Goldstein Robert Henders<strong>on</strong> Carolyn Hughes Larry K. Irvin James V. Kahn H. Earle Knowlt<strong>on</strong> Barry W. Lavay Rena Lewis Kathleen J. Marshall Editorial Assistant: Hannah H. Hainline Ariz<strong>on</strong>a State University John McD<strong>on</strong>nell Gale M. Morris<strong>on</strong> Gabriel A. Nardi John Nietupski James R. Patt<strong>on</strong> Edward A. Polloway Thomas G. Roberts Robert S. Rueda Diane L. Ryndak Edward J. Sabornie Laurence R. Sargent Gary M. Sasso Tom E. C. Smith Scott Sparks Fred Spo<strong>on</strong>er Robert Stodden Keith Storey David L. Westling John J. Wheeler Mark Wolery Educati<strong>on</strong> <strong>and</strong> Training in Developmental Disabilities is sent to all members of <str<strong>on</strong>g>the</str<strong>on</strong>g> <str<strong>on</strong>g>Divisi<strong>on</strong></str<strong>on</strong>g> <strong>on</strong> Developmental Disabilities of The Council for Excepti<strong>on</strong>al Children. All <str<strong>on</strong>g>Divisi<strong>on</strong></str<strong>on</strong>g> members must first be members of The Council for Excepti<strong>on</strong>al Children. <str<strong>on</strong>g>Divisi<strong>on</strong></str<strong>on</strong>g> membership dues are $25.00 for regular members <strong>and</strong> $13.00 for full time students. Membership is <strong>on</strong> a yearly basis. All inquiries c<strong>on</strong>cerning membership, subscripti<strong>on</strong>, advertising, etc. should be sent to <str<strong>on</strong>g>the</str<strong>on</strong>g> <str<strong>on</strong>g>Divisi<strong>on</strong></str<strong>on</strong>g> <strong>on</strong> Developmental Disabilities, 1110 North Glebe Road, Arlingt<strong>on</strong>, VA 22201. Advertising rates are available up<strong>on</strong> request. Manuscripts should be typed, double spaced, <strong>and</strong> sent (five copies) to <str<strong>on</strong>g>the</str<strong>on</strong>g> Editor: Stanley H. 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Educati<strong>on</strong> <strong>and</strong> Training in Developmental Disabilities Vol. 43, No. 3, September 2008, Copyright 2008 by <str<strong>on</strong>g>the</str<strong>on</strong>g> <str<strong>on</strong>g>Divisi<strong>on</strong></str<strong>on</strong>g> <strong>on</strong> Developmental Disabilities, The Council for Excepti<strong>on</strong>al Children. <str<strong>on</strong>g>Divisi<strong>on</strong></str<strong>on</strong>g> <strong>on</strong> Developmental Disabilities The Council for Excepti<strong>on</strong>al Children Board of Directors Officers Past President Polly Parrish President J. David Smith President-Elect Emily Bouck Vice President Teresa Taber-Doughty Secretary T<strong>on</strong>i Merfeld Treasurer Gardner Umbarger Members Linda Laz Nikki Murdick Robert S<strong>and</strong>ies<strong>on</strong> Angie St<strong>on</strong>e-MacD<strong>on</strong>ald (Student Governor) Dianne Zager Debora Wichmanowski Executive Director Tom E. C. Smith Publicati<strong>on</strong>s Chair Jack Hourcade Communicati<strong>on</strong>s Chair Darlene Perner The purposes of this organizati<strong>on</strong> shall be to advance <str<strong>on</strong>g>the</str<strong>on</strong>g> educati<strong>on</strong> <strong>and</strong> welfare of pers<strong>on</strong>s with developmental disabilities, research in <str<strong>on</strong>g>the</str<strong>on</strong>g> educati<strong>on</strong> of pers<strong>on</strong>s with developmental disabilities, competency of educators in this field, public underst<strong>and</strong>ing of developmental disabilities, <strong>and</strong> legislati<strong>on</strong> needed to help accomplish <str<strong>on</strong>g>the</str<strong>on</strong>g>se goals. The <str<strong>on</strong>g>Divisi<strong>on</strong></str<strong>on</strong>g> shall encourage <strong>and</strong> promote professi<strong>on</strong>al growth, research, <strong>and</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> disseminati<strong>on</strong> <strong>and</strong> utilizati<strong>on</strong> of research findings. EDUCATION AND TRAINING IN DEVELOPMENTAL DISABILITIES (ISSN 1547-0350) (USPS 0168-5000) is published quarterly in March, June, September, <strong>and</strong> December, by The Council for Excepti<strong>on</strong>al Children, <str<strong>on</strong>g>Divisi<strong>on</strong></str<strong>on</strong>g> <strong>on</strong> Developmental Disabilities, 1110 North Glebe Road, Arlingt<strong>on</strong>, Virginia 22201-5704. 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POSTMASTERS: Send address changes to EDUCATION AND TRAINING IN DEVELOPMENTAL DISABILITIES, 1110 North Glebe Road, Arlingt<strong>on</strong>, Virginia 22201-5704.
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and on-schedule behavior and decrea
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TABLE 1—(Continued) Author(s) Mor
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trums, aggression) in a four-year-o
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(Quill, 1995). Furthe</stro
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following picture prompt training.
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medication, for example anticonvuls
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TABLE 1 Number of Facilities That U
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Snoezelen on a variety of behaviors
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Kapell, D., Nightingale, B., Rodrig
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ity being on the c
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communication turns (i.e., initiati
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Definitions of Target Behaviors and
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student gave the p
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Figure 2. Bob’s performance data.
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contact increased 41% from baseline
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Figure 5. Eric’s performance data
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Figure 6. Jen’s performance data.
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to students with severe disabilitie
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The use of arm splints has been suc
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Figure 1. Intervention results for
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sions, he engaged in hand mouthing
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Effects of a Reciprocal Questioning
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4-45). Because the
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TABLE 2 Codes of Student Question G
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TABLE 3 Examples of Elements of a S
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Figure 2. Self-monitoring checklist
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TABLE 4 Example Question Words, Thi
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Figure 4. Frequency of prompted and
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Figure 5. Frequency of unprompted s
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their children to
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and lack of random selection makes
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prehension-monitoring activities. C
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all three participants who passed b
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TABLE 2 Leisure Activities Used in
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papers were removed and the
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was 68% (range 42% to 83%). In <str
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Teaching Test-taking Strategies to
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ing experiences beginning at <stron
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short essay question. Items were ei
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plication of the t
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Figure 2. Percent correct on <stron
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aseline probes, data were highly va