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Education and Training in Developmental Disabilities Editorial Policy Education and Training in Developmental Disabilities focuses on <strong>the</strong> education and welfare of persons with developmental disabilities. ETDD invites research and expository manuscripts and critical review of <strong>the</strong> literature. Major emphasis is on identification and assessment, educational programming, characteristics, training of instructional personnel, habilitation, prevention, community understanding and provisions, and legislation. Each manuscript is evaluated anonymously by three reviewers. Criteria for acceptance include <strong>the</strong> following: relevance, reader interest, quality, applicability, contribution to <strong>the</strong> field, and economy and smoothness of expression. The review process requires two to four months. Viewpoints expressed are those of <strong>the</strong> authors and do not necessarily conform to positions of <strong>the</strong> editors or of <strong>the</strong> officers of <strong>the</strong> <strong>Division</strong>. Submission of Manuscripts 1. Manuscript submission is a representation that <strong>the</strong> manuscript is <strong>the</strong> author’s own work, has not been published, and is not currently under consideration for publication elsewhere. 2. Manuscripts must be prepared according to <strong>the</strong> recommendations in <strong>the</strong> Publication Manual of <strong>the</strong> American Psychological Association (Fifth Edition, 2001). Laser or high density dot printing are acceptable. 3. Each manuscript must have a cover sheet giving <strong>the</strong> names and affiliations of all authors and <strong>the</strong> address of <strong>the</strong> principal author. 4. Graphs and figures should be originals or sharp, high quality photographic prints suitable, if necessary, for a 50% reduction in size. 5. Five copies of <strong>the</strong> manuscript along with a transmittal letter should be sent to <strong>the</strong> Editor: Stanley H. Zucker, Special Education Program, Box 872011, Arizona State University, Tempe, AZ 85287-2011. 6. Upon receipt, each manuscript will be screened by <strong>the</strong> editor. Appropriate manuscripts will <strong>the</strong>n be sent to consulting editors. Principal authors will receive notification of receipt of manuscript. 7. The Editor reserves <strong>the</strong> right to make minor editorial changes which do not materially affect <strong>the</strong> meaning of <strong>the</strong> text. 8. Manuscripts are <strong>the</strong> property of ETDD for a minimum period of six months. All articles accepted for publication are copyrighted in <strong>the</strong> name of <strong>the</strong> <strong>Division</strong> on Developmental Disabilities.
Education and Training in Developmental Disabilities VOLUME 43 NUMBER 3 SEPTEMBER 2008 Self-Determination in Relation to Having or Not Having a Legal Guardian: Case Studies of Two School-Aged Young Adults with Developmental Disabilities 279 DOROTHY SQUATRITO MILLAR Factors Impacting <strong>the</strong> Enactment of a Functional Curriculum in Self- Contained Cross-Categorical Programs 294 EMILY C. BOUCK Thirty Year Review of Safety Skill Instruction for Persons with Intellectual Disabilities 311 LINDA C. MECHLING Enhancing Social and Transition Behaviors of Persons with Autism through Activity Schedules: A Review 324 DEVENDER R. BANDA, and ERIC GRIMMETT Therapeutic Interventions in <strong>the</strong> Ne<strong>the</strong>rlands and Belgium in Support of People with Profound Intellectual and Multiple Disabilities 334 CARLA VLASKAMP, and HAN NAKKEN Systematic Instruction for Social-Pragmatic Language Skills in Lunchroom Settings 342 MAUREEN E. ANGELL, RITA L. BAILEY, and LAURA LARSON Combined Curricular Intervention with Brief Hands Down to Decrease Hand Mouthing and <strong>the</strong> Use of Arm Splints for a Young Boy with Profound Disabilities 360 HELEN I. CANNELLA-MALONE, MARK F. O’REILLY, JEFF SIGAFOOS, and JEFFERY M. CHAN Effects of a Reciprocal Questioning Intervention on <strong>the</strong> Question Generation and Responding of Children with Autism Spectrum Disorder 367 KELLY WHALON, and MARY FRANCES HANLINE Discrimination Skills Predict Effective Preference Assessment Methods for Adults with Developmental Disabilities 388 MAY S. H. LEE, DUONG NGUYEN, C. T. YU, JENNIFER R. THORSTEINSSON, TOBY L. MARTIN, and GARRY L. MARTIN Teaching Test-taking Strategies to Improve <strong>the</strong> Academic Achievement of Students with Mild Mental Disabilities 397 ALLISON G. KRETLOW, YA-YU LO, RICHARD B. WHITE, and LUANN JORDAN Manuscripts Accepted for Future Publication in Education and Training in Developmental Disabilities 278 The <strong>Division</strong> on Developmental Disabilities retains literary property rights on copyrighted articles. Up to 100 copies of <strong>the</strong> articles in this journal may be reproduced for nonprofit distribution without permission from <strong>the</strong> publisher. All o<strong>the</strong>r forms of reproduction require permission from <strong>the</strong> publisher.
Page 1 and 2: Education and Training in Developme
Page 3: Education and Training in Developme
Page 7 and 8: Self-Determination in Relation to H
Page 9 and 10: ticipants (a) believed the<
Page 11 and 12: Field notes were used to document <
Page 13 and 14: ling information, medical history a
Page 15 and 16: Home. Jack lived with his mo<strong
Page 17 and 18: we felt strongly that we needed inf
Page 19 and 20: literature, mostly to do with <stro
Page 21 and 22: tion? The national consumer survey.
Page 23 and 24: Figure 1. Proposed intersection of
Page 25 and 26: teaching in each program for five y
Page 27 and 28: also used to support and challenge
Page 29 and 30: Despite Paula’s description of an
Page 31 and 32: The paraprofessionals at Harborvill
Page 33 and 34: Figure 2. Resultant intersection of
Page 35 and 36: learning opportunities relevant to
Page 37 and 38: Bouck, E. C. (2005). Service delive
Page 39 and 40: Thirty Year Review of Safety Skill
Page 41 and 42: TABLE 1 Safety Skill Studies Refere
Page 43 and 44: TABLE 1—(Continued) Reference Par
Page 45 and 46: found differences only in efficienc
Page 47 and 48: skill for integrating persons with
Page 49 and 50: treatment of a burn) may take sever
Page 51 and 52: created video programs to teach stu
Page 53 and 54: 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
Page 93 and 94:
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
Page 135 and 136:
aseline probes, data were highly va
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