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Page 1 and 2: 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: treatment of a burn) may take sever
Page 53 and 54: and on-schedule behavior and decrea
Page 55 and 56: TABLE 1—(Continued) Author(s) Mor
Page 57 and 58: trums, aggression) in a four-year-o
Page 59 and 60: (Quill, 1995). Furthe</stro
Page 61 and 62: following picture prompt training.
Page 63 and 64: medication, for example anticonvuls
Page 65 and 66: TABLE 1 Number of Facilities That U
Page 67 and 68: Snoezelen on a variety of behaviors
Page 69 and 70: Kapell, D., Nightingale, B., Rodrig
Page 71 and 72: ity being on the c
Page 73 and 74: communication turns (i.e., initiati
Page 75 and 76: Definitions of Target Behaviors and
Page 77 and 78: student gave the p
Page 79 and 80: Figure 2. Bob’s performance data.
Page 81 and 82: contact increased 41% from baseline
Page 83 and 84: Figure 5. Eric’s performance data
Page 85 and 86: Figure 6. Jen’s performance data.
Page 87 and 88: to students with severe disabilitie
Page 89 and 90: The use of arm splints has been suc
Page 91 and 92: Figure 1. Intervention results for
Page 93 and 94: sions, he engaged in hand mouthing
Page 95 and 96: Effects of a Reciprocal Questioning
Page 97 and 98: 4-45). Because the
Page 99 and 100: TABLE 2 Codes of Student Question G
Page 101 and 102:
TABLE 3 Examples of Elements of a S
Page 103 and 104:
Figure 2. Self-monitoring checklist
Page 105 and 106:
TABLE 4 Example Question Words, Thi
Page 107 and 108:
Figure 4. Frequency of prompted and
Page 109 and 110:
Figure 5. Frequency of unprompted s
Page 111 and 112:
their children to
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and lack of random selection makes
Page 115 and 116:
prehension-monitoring activities. C
Page 117 and 118:
all three participants who passed b
Page 119 and 120:
TABLE 2 Leisure Activities Used in
Page 121 and 122:
papers were removed and the
Page 123 and 124:
was 68% (range 42% to 83%). In <str
Page 125 and 126:
Teaching Test-taking Strategies to
Page 127 and 128:
ing experiences beginning at <stron
Page 129 and 130:
short essay question. Items were ei
Page 131 and 132:
plication of the t
Page 133 and 134:
Figure 2. Percent correct on <stron
Page 135 and 136:
aseline probes, data were highly va
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