etadd_46(4) - Division on Autism and Developmental Disabilities
etadd_46(4) - Division on Autism and Developmental Disabilities
etadd_46(4) - Division on Autism and Developmental Disabilities
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Educati<strong>on</strong> <strong>and</strong> Training in <strong>Autism</strong> <strong>and</strong> <strong>Developmental</strong> <strong>Disabilities</strong>, 2011, <str<strong>on</strong>g>46</str<strong>on</strong>g>(4), 619-641<br />
© <str<strong>on</strong>g>Divisi<strong>on</strong></str<strong>on</strong>g> <strong>on</strong> <strong>Autism</strong> <strong>and</strong> <strong>Developmental</strong> <strong>Disabilities</strong><br />
Ten-year Cumulative Author Index of the Journals Educati<strong>on</strong><br />
<strong>and</strong> Training in Mental Retardati<strong>on</strong> <strong>and</strong> <strong>Developmental</strong><br />
<strong>Disabilities</strong>, Educati<strong>on</strong> <strong>and</strong> Training in <strong>Developmental</strong><br />
<strong>Disabilities</strong>, <strong>and</strong> Educati<strong>on</strong> <strong>and</strong> Training in <strong>Autism</strong> <strong>and</strong><br />
<strong>Developmental</strong> <strong>Disabilities</strong> 2001, 36(1) through 2010, 45(4)<br />
Stanley H. Zucker <strong>and</strong> Silva Hassert<br />
Ariz<strong>on</strong>a State University<br />
Abstract: This cumulative author index was developed as a service for the readership of Educati<strong>on</strong> <strong>and</strong><br />
Training in <strong>Autism</strong> <strong>and</strong> <strong>Developmental</strong> <strong>Disabilities</strong>. It was prepared as a resource for scholars wishing to access<br />
the 391 articles published in volumes 36–45 of this journal. It also serves as a timely supplement to the 25-year<br />
(1966-1990) cumulative author index published in 1991 <strong>and</strong> the 10-year (1991-2000) cumulative author<br />
index published in 2001.<br />
Since many literature reviews may involve tracking authors <strong>and</strong> their research programs across a variety of<br />
studies, <strong>and</strong> individual authors may not always be “first” authors, this index was prepared with a crossreference<br />
of all authors to each citati<strong>on</strong>. In total, 1163 author citati<strong>on</strong>s are included. It is our hope that this<br />
bibliographic index will help facilitate access to available informati<strong>on</strong> <strong>on</strong> research, practice, <strong>and</strong> issues related<br />
to autism, intellectual disabilities, <strong>and</strong> other developmental disabilities.<br />
Aborn, L. (2004). See citati<strong>on</strong> #279.<br />
Acar, C. (2004). See citati<strong>on</strong> #120.<br />
Agran, M. (2001). See citati<strong>on</strong> #369.<br />
Agran, M. (2002). See citati<strong>on</strong> #170.<br />
1. Agran, M., & Krupp, M. (2010). A preliminary<br />
investigati<strong>on</strong> of parents’ opini<strong>on</strong>s about<br />
safety skills instructi<strong>on</strong>: An apparent discrepancy<br />
between importance <strong>and</strong> expectati<strong>on</strong>.<br />
45(2), 303–311.<br />
2. Agran, M., Alper, S., & Wehmeyer, M. (2002).<br />
Access to the general curriculum for students<br />
with significant disabilities: What it means to<br />
teachers. 37(2), 123–133.<br />
3. Agran, M., Sinclair, T., Alper, S., Cavin, M.,<br />
Wehmeyer, M., & Hughes, C. (2005). Using<br />
self-m<strong>on</strong>itoring to increase following-directi<strong>on</strong><br />
skills of students with moderate to severe<br />
disabilities in general educati<strong>on</strong>. 40(1), 3–13.<br />
4. Agran, M., Wehmeyer, M., Cavin, M., & Palmer,<br />
S. (2010). Promoting active engagement in<br />
Corresp<strong>on</strong>dence c<strong>on</strong>cerning this article should<br />
be addressed to Stanley H. Zucker, Mary Lou Fult<strong>on</strong><br />
Teachers College, Ariz<strong>on</strong>a State University, 1050 S.<br />
Forest Ave., PO Box 871811, Tempe, AZ 85287-<br />
1811. E-mail: <str<strong>on</strong>g>etadd</str<strong>on</strong>g>@asu.edu.<br />
the general educati<strong>on</strong> classroom <strong>and</strong> access<br />
to the general educati<strong>on</strong> curriculum for students<br />
with cognitive disabilities. 45(2), 163–<br />
174.<br />
Aguilera, A. (2008). See citati<strong>on</strong> #249.<br />
5. Akmanoglu, N., & Batu, S. (2004). Teaching<br />
pointing to numerals to individuals with autism<br />
using simultaneous prompting. 39(4),<br />
326–336.<br />
6. Akmanoglu-Uludag, N., & Batu, S. (2005).<br />
Teaching naming relatives to individuals with<br />
autism using simultaneous prompting. 40(4),<br />
401–410.<br />
Alant, E. (2007). See citati<strong>on</strong> #35.<br />
Alazetta, L. (2006). See citati<strong>on</strong> #352.<br />
Alberto, P. (2006). See citati<strong>on</strong> #49.<br />
Alberto, P. A. (2002). See citati<strong>on</strong> #329.<br />
Alberto, P. A. (2008). See citati<strong>on</strong> #80.<br />
Algozzine, B. (2006). See citati<strong>on</strong> #178.<br />
Allinder, R. M. (2005). See citati<strong>on</strong> #316.<br />
7. Allor, J. H., Champlin, T. M., Gifford, D. B., &<br />
Mathes, P. (2010). Methods for increasing<br />
the intensity of reading instructi<strong>on</strong> for students<br />
with intellectual disabilities. 45(4),<br />
500–511.<br />
8. Allor, J. H., Mathes, P., Roberts, K., J<strong>on</strong>es F., &<br />
Champlin, T. (2010). Teaching students with<br />
Cumulative Author Index, Volumes 36–45 / 619