etadd_46(4) - Division on Autism and Developmental Disabilities

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ent settings, such as inclusive learning environments, and with larger groups of children. Future research is needed to investigate whether NCR would affect more complex communication behaviors. Another area of future research is the use of NCR combined with verbal modeling by parents, caregivers, and teachers in natural settings such as home and childcare settings. Implementation in these settings might allow for varied and more complex requests than were allowed with the design of the current study. Future research might investigate the ease with which these strategies might be implemented by parents, caregivers, and teachers as well as their effectiveness in increasing others types of communication behaviors across settings. References American Psychiatric Association [APA]. (2000). Diagnostic and statistical manual of mental disorders (4 th ed., text rev.). Washington, DC: Author. Butler, L. R., & Luiselli, J. K. (2007). 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(2007). Students with autism spectrum disorders: Effective instructional practices. Upper Saddle River, NJ: Pearson Education, Inc. Jahr, E., Elevik, S., & Eikeseth, S. (2000). Teaching children with autism to initiate and sustain cooperative play. Research in Developmental Disabilities, 21, 151–169. Janzen, J. E. (2003). Understanding the nature of autism: A guide to the autism spectrum disorders (2 nd ed.). San Antonio, TX: Therapy Skill Builders. Kazdin, A.E. (1982). Single-case research designs: Methods for clinical and applied settings. New York: Oxford University Press. Koegel, L., Koegel, R., Shoshan, Y., & McNerney, E. (1999). Pivotal response intervention II: Preliminary long-term outcome data. Journal of the Association for Persons with Severe Handicaps, 24, 186– 198. Lalli, J. S., Casey, S., & Kates, K. (1995). Reducing escape behavior and increasing task completion with functional communication training, extinction, and response chaining. 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communication training as a treatment for negatively reinforced disruptive behavior. Journal of Positive Behavior Interventions, 6, 92–102. Mobayed, K. L., Collins, B. C., Strangis, D. E., Schuster, J. W., & Hemmeter, M. L. (2000). Teaching parents to employ mand-model procedures to teach their children requesting. Journal of Early Intervention, 23, 165–179. National Research Council. (2001). Educating children with autism. Committee on Educational Interventions for Children with Autism. C. Lord & J. P. McGee (Eds.). <strong>Division</strong> of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. Ogletree, B. T. (2008). The communicative context of autism. In R. L. Simpson & B. S. Myles (Eds.), Educating children and youth with autism: Strategies for effective practice, 2 nd ed. (pp. 223–265). Austin, TX: PRO-ED, Inc. Parker, R. I., Vannest, K. J., & Brown, L. (2009). The Improvement Rate Difference for single case research. Exceptional Children, 75, 135–150. Roscoe, E. M., Iwata, B. A., & Goh, H. (1998). A comparison of noncontingent reinforcement and sensory extinction as treatments for self-injurious behavior. Journal of Applied Behavior Analysis, 31, 635–6<strong>46</strong>. Ross, D. E. & Greer, R. D. (2003). Generalized imitation and the mand: Inducing first instances of speech in young children with autism. Research in Developmental Disabilities, 24, 58–74. Schopler, E., Reichler, R. J., & Renner, B. R. (1988). The Childhood Autism Rating Scale (CARS). Los Angeles, CA: Western Psychological Services. Stahmer, A. C., Ingersoll, B., & Carter, C. (2003). Behavioral approaches to promoting play. Autism, 7, 401–413. Tryon, A. S., & Keane, S. P. (1986). Promoting imitative play through generalized observational learning in autistic-like children. Journal of Abnormal Child Psychology, 14, 537–549. Tucker, M., Sigafoos, J., & Bushnell, H. (1998). Use of noncontingent reinforcement in the treatment of challenging behavior: A review and clinical guide. Behavior Modification, 22, 529–547. Received: 31 August 2010 Initial Acceptance: 21 October 2010 Final Acceptance: 12 December 2011 606 / Education and Training in Autism and Developmental Disabilities-December 2011
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Education and Training in Autism an
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March 2012 Manuscripts Accepted for
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new line of research, the review ho
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TABLE 1—(Continued) Overview of H
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TABLE 1—(Continued) Overview of H
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Figure 1. MP3 Player (Model: SM-320
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Figure 3. Sony-Ericsson K800. Retri
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computer with three middle school s
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Figure 6. Video iPod. Apple, Inc. h
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example, in contrast to previous st
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using public transportation. Device
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accessible software to increase ind
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(14.3%), a unique curriculum (13.8%
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TABLE 1 Student Characteristics Stu
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eos” was highlighted. Students th
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ment was 100% for baseline and main
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Figure 3. Percentage of independent
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how to program and operate the equi
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Individuals with Disabilities Educa
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TABLE 1 Video Prompting Studies Con
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TABLE 1—(Continued) Video Prompti
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Length of video clips. Researchers
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to learn three cooking tasks. Resul
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Van Laarhoven and Van Laarhoven-Mye
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Dogoe, M., & Banda, D. R. (2009). R
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TABLE 1 Summary of Demographic and
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TABLE 2 Summary of Outcome Variable
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with students in preschool (Akmanog
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with MoID acquiring some of their p
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Vocational task. To date one study
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ed; thereby adding to the amount of
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Retardation and Developmental Disab
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TABLE 1 Student Demographic Informa
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Figure 1. Example of the mini-poste
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Experimental Design This study empl
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intervention sessions was 75.55% de
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Page 83 and 84: at the same time, or did not respon
Page 85 and 86: Figure 1. Correct responses for Joe
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Page 103 and 104: TABLE 1 Studies Listed According to
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Page 111 and 112: (i.e., MSW) and duration-based (i.e
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Page 117 and 118: of a preferred item while continuin
Page 119 and 120: Kreiner, J., & Flexer, R. (2009). A
Page 123 and 124: autism on the CARS. Regarding socia
Page 125 and 126: other effect size measures and with
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Page 129: ulation was generally clear and he
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Page 135 and 136: Assessments Preference assessment.
Page 137 and 138: Interobserver agreement. A second o
Page 139 and 140: challenging behavior in the presess
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Page 143 and 144: ior: An analysis of the literature.
Page 145 and 146: moderate intellectual disabilities
Page 147 and 148: Effects of the STAR intervention pr
Page 149 and 150: Copeland, S. R. (2002). See citatio
Page 151 and 152: 126. Ezell, D., & Klein, C. (2003).
Page 153 and 154: computer-based instruction program.
Page 155 and 156: sight words to students with mental
Page 157 and 158: Mastropieri, M. A. (2009). See cita
Page 159 and 160: 262. Noyes, D. A., & Sax, C. L. (20
Page 161 and 162: Rispoli, M. (2009). See citation #1
Page 163 and 164: Sparks, S. (2010). See citation #87
Page 165 and 166: Vlaskamp, C. (2008). See citation #
Page 167 and 168: INDEX—VOLUME 46,
Page 169 and 170: Runes, Sandra. See Hausmann-Stabile
Page 171 and 172: Review of video prompting studies w
Page 173 and 174: Look! I'm in College! DVD Look, I
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