siti<strong>on</strong> planning.” (p. 118). Although <str<strong>on</strong>g>the</str<strong>on</strong>g>re has been improvement in supporting students in <str<strong>on</strong>g>the</str<strong>on</strong>g>ir role during <str<strong>on</strong>g>the</str<strong>on</strong>g>ir pers<strong>on</strong>al transiti<strong>on</strong> from school to post school envir<strong>on</strong>ments, it is essential that legislati<strong>on</strong>, school initiatives <strong>and</strong> service supports, h<strong>on</strong>or <strong>and</strong> respect <str<strong>on</strong>g>the</str<strong>on</strong>g> individuals <str<strong>on</strong>g>the</str<strong>on</strong>g>y serve, particularly if guardian appoints are a result of IDEA m<strong>and</strong>ate interpretati<strong>on</strong>s. References Abery, B. H., & Stancliffe, R. J. (1996). The ecology of self-determinati<strong>on</strong>. In D. J. S<strong>and</strong>s & M. L. Wehmeyer (Eds.), Self-determinati<strong>on</strong> across <str<strong>on</strong>g>the</str<strong>on</strong>g> life-span: Independence <strong>and</strong> choice for people with disabilities (pp. 111–145). Baltimore: Brookes. Agran, M., Blanchard, C., & Wehmeyer, M. L. (2000). Promoting transiti<strong>on</strong> goals <strong>and</strong> self-determinati<strong>on</strong> through student self-directed learning: The self-determined learning model of instructi<strong>on</strong>. Educati<strong>on</strong> <strong>and</strong> Training in Developmental Disabilities, 35, 351–364. Algozzine, B., Browder, D., Karv<strong>on</strong>en, M., Test, D., & Wood, W. (2001). Effects of interventi<strong>on</strong>s to promote self-determinati<strong>on</strong> for individuals with disabilities. Review of Educati<strong>on</strong>al Research, 71, 219–277. Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research for educati<strong>on</strong>: An introducti<strong>on</strong> to <str<strong>on</strong>g>the</str<strong>on</strong>g>ory <strong>and</strong> methods (3 rd ed.). Bost<strong>on</strong>: Allyn <strong>and</strong> Bac<strong>on</strong>. Bulcroft, K., Kielkopf, M., & Tripp, K. (1991). Elderly wards <strong>and</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g>ir legal guardians analysis of county probate courts in Ohio <strong>and</strong> Washingt<strong>on</strong>. The Ger<strong>on</strong>tologist, 31, 156–173. Field, S., Sarver, M. D., & Shaw, S. F. (2003). Selfdeterminati<strong>on</strong>: A key to success in postsec<strong>on</strong>dary educati<strong>on</strong> for students with learning disabilities. Remedial <strong>and</strong> Special Educati<strong>on</strong>, 24, 339–349. Grigal, M., Neubert, D. A., Mo<strong>on</strong>, M. S., & Graham, S. (2003). Self-determinati<strong>on</strong> for students with disabilities: Views of parents <strong>and</strong> teachers. Excepti<strong>on</strong>al Children, 70, 97–112. Halpern, A. S. (1994). The transiti<strong>on</strong> of youth with disabilities to adult life: A positi<strong>on</strong> statement 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> Career Development <strong>and</strong> Transiti<strong>on</strong>, <str<strong>on</strong>g>the</str<strong>on</strong>g> Council for Excepti<strong>on</strong>al Children. Career Development for Excepti<strong>on</strong>al Children, 17, 115–124. Individuals with Disabilities Educati<strong>on</strong> Improvement Act of 2004, Pub. L. No. 108–446, 118 Stat. 2647 (2004). Katsyannis, A., Zhang, D., Woodruff, N., & Dix<strong>on</strong>, A. (2005). Transiti<strong>on</strong> supports to students with mental retardati<strong>on</strong>: An examinati<strong>on</strong> of data from <str<strong>on</strong>g>the</str<strong>on</strong>g> Nati<strong>on</strong>al L<strong>on</strong>gitudinal Transiti<strong>on</strong> Study 2. Educati<strong>on</strong> <strong>and</strong> Training in Developmental Disabilities, 40, 109–116. 292 / Educati<strong>on</strong> <strong>and</strong> Training in Developmental Disabilities-September 2008 Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Beverly Hill, CA: Sage Publicati<strong>on</strong>s. Lindsey, P. (1994). Assessing <str<strong>on</strong>g>the</str<strong>on</strong>g> ability of adults with mental retardati<strong>on</strong> to give direct c<strong>on</strong>sent for residential placement: A follow-up student for <str<strong>on</strong>g>the</str<strong>on</strong>g> C<strong>on</strong>sent Screening Interview. Educati<strong>on</strong> <strong>and</strong> Training in Mental Retardati<strong>on</strong> <strong>and</strong> Developmental Disabilities, 29, 155–164. Lindsey, P., & Luckass<strong>on</strong>, R. (1991). C<strong>on</strong>sent screening interview for community residential placement: A report <strong>on</strong> initial pilot study data. Mental Retardati<strong>on</strong>, 29, 119–124. Lisi, L. B., Burns, A. M., & Lussenden, K. (1994). Nati<strong>on</strong>al study of guardianship systems: Findings <strong>and</strong> recommendati<strong>on</strong>s. Ann Arbor, MI: The Center for Ger<strong>on</strong>tology. Millar, D. S. (2007). “I never put is toge<str<strong>on</strong>g>the</str<strong>on</strong>g>r”: The disc<strong>on</strong>nect between self-determinati<strong>on</strong> <strong>and</strong> guardianship – implicati<strong>on</strong>s for practice. Educati<strong>on</strong> <strong>and</strong> Training in Developmental Disabilities, 42, 119–129. Millar, D. S. (2003). Age of majority, transfer of rights <strong>and</strong> guardianship: C<strong>on</strong>siderati<strong>on</strong>s for families <strong>and</strong> educators. Educati<strong>on</strong> <strong>and</strong> Training in Developmental Disabilities, 38, 378–397. Millar, D. S., & Renzaglia, A. (2002). Factors affecting guardianship practices for young adults with disabilities. Excepti<strong>on</strong>al Children, 68, 465–484. Pierangelo, R., & Giuliani, G. A. (2004). Transiti<strong>on</strong> services in special educati<strong>on</strong>: A practical approach. Bost<strong>on</strong>, MA. Pears<strong>on</strong> Educati<strong>on</strong>, Inc. Rehabilitati<strong>on</strong> Act Amendments of 1992, Pub. L. No. 102–569, 29 U.S.C., 701 et seq. (West 1992). Rehabilitati<strong>on</strong> Act Amendments of 1998, Pub. L. No. 105–220, 29 U.S.C., 701 et seq. (West 1998). Stancliffe, R. J., Abery, B. H., Springborg, H. & Elkin, S. (2000). Substitute decisi<strong>on</strong>-making <strong>and</strong> pers<strong>on</strong>al c<strong>on</strong>trol: Implicati<strong>on</strong>s for self-determinati<strong>on</strong>. Mental Retardati<strong>on</strong>, 38, 407–421. Test, D. W., Fowler, C. H., Brewer, D. M., & Wood, W. W. (2005). A c<strong>on</strong>tent <strong>and</strong> methodological review of self-advocacy studies. Excepti<strong>on</strong>al Children, 72, 101–125. Turnbull, A. P., & Turnbull, H. R. (2001). Selfdeterminati<strong>on</strong> for individuals with significant cognitive disabilities <strong>and</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g>ir families. The <str<strong>on</strong>g>Journal</str<strong>on</strong>g> of <str<strong>on</strong>g>the</str<strong>on</strong>g> Associati<strong>on</strong> for Pers<strong>on</strong>s with Severe H<strong>and</strong>icaps, 26, 56–62. Wehmeyer, M. L., Agran, M., & Hughes, C. (2000). A nati<strong>on</strong>al survey of teachers’ promoti<strong>on</strong> of selfdeterminati<strong>on</strong> <strong>and</strong> student-directed learning. The <str<strong>on</strong>g>Journal</str<strong>on</strong>g> of Special Educati<strong>on</strong>, 34, 58–68. Wehmeyer, M. L., Kelchner, K., & Richards, S. (1995). Individual <strong>and</strong> envir<strong>on</strong>mental factors related to <str<strong>on</strong>g>the</str<strong>on</strong>g> self-determinati<strong>on</strong> of adults with mental retardati<strong>on</strong>. <str<strong>on</strong>g>Journal</str<strong>on</strong>g> of Vocati<strong>on</strong>al Rehabilitati<strong>on</strong>, 5, 291–305. Wehmeyer, M. L., & Metzler, C.A. (1995). How self-determined are people with mental retarda-
ti<strong>on</strong>? The nati<strong>on</strong>al c<strong>on</strong>sumer survey. Mental Retardati<strong>on</strong>, 33, 111–119. Wehmeyer, M., & Palmer, S. (2003). Adult outcomes for students with cognitive disabilities three-years after high school: The impact of selfdeterminati<strong>on</strong>. Educati<strong>on</strong> <strong>and</strong> Training in Developmental Disabilities, 38, 131–144. Wehmeyer, M. L., & Schwartz, M. (1997). Self-de- terminati<strong>on</strong> <strong>and</strong> positive adult outcomes: A follow-up study of youth with mental retardati<strong>on</strong> or learning disabilities. Excepti<strong>on</strong>al Children, 63, 245– 255. Received: 14 February 2007 Initial Acceptance: 18 April 2007 Final Acceptance: 14 July 2007 Self-Determinati<strong>on</strong> <strong>and</strong> Guardianship / 293
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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