etadd_46(4) - Division on Autism and Developmental Disabilities

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