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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
moderate intellectual disabilities to read: An experimental examination of a comprehensive reading intervention. 45(1), 3–22. 9. Allor, J., Mathes, P., Champlin, T., & Cheatham, J. P. (2009). Research-based techniques for teaching early reading skills to students with intellectual disabilities. 44(3), 356–366. Alper, S. (2002). See citation #2. Alper, S. (2005). See citation #3. Alper, S. (2010). See citation #301. Alper, S. (2010). See citation #302. 10. Alpern, C. S., & Zager, D. (2007). Addressing communication needs of young adults with autism in a college-based inclusion program. 42(4), 428–436. Amos, B. A. (2006). See citation #202. Anderson, H. (2003). See citation #167. Andrews, A. (2009). See citation #217. Angell, M. E. (2005). See citation #18. Angell, M. E. (2006). See citation #19. 11. Angell, M. E., Bailey, R. L., & Larson, L. (2008). Systematic instruction for social-pragmatic language skills in lunchroom settings. 43(3) 342–359. Anthony, A. (2002). See citation #265. Antoine, K. (2009). See citation #288. Antonucci, M. (2009). See citation #217. Archwamety, T. (2002). See citation #180. Arens, K. B. (2007). See citation #89. 12. Arens, K., Cress, C. J., & Marvin, C. A. (2005). Gaze-shift patterns of young children with developmental disabilities who are at risk for being nonspeaking. 40(2), 158–170. 13. Arthur, M. (2003). Socio-communicative variables and behavior states in students with profound and multiple disabilities: Descriptive data from school settings. 38(2), 200– 219. Asmus, J. M. (2008). See citation #<strong>46</strong>. Aspy, R. (2007). See citation #254. Aucoin, M. (2007). See citation #330. Ayres, K. M. (2004). See citation #317. Ayres, K. M. (2007). See citation #328. Ayres, K. M. (2010). See citation #156. Ayres, K. M. (2010). See citation #79. 14. Ayres, K. M., & Langone, J. (2005). Intervention and instruction with video for students with autism: A review of literature. 40(2), 183– 196. 15. Ayres, K. M., Langone, J., Boon, R. T., & Norman, A. (2006). Computer-based instruction for purchasing skills. 41(3), 253–263. 16. Ayres, K., Maguire, A., & McClimon, D. (2009). Acquisition and generalization of chained tasks taught with computer based video instruction to children with autism. 44(4), 493– 508. 17. Baer, R. M., Flexer, R. W., & Dennis, L. (2007). Examining the career paths and transition services of students with disabilities exiting high school. 42(3), 317–329. Bailey, R. L. (2008). See citation #11. 18. Bailey, R. L., & Angell, M. E. (2005). Improving feeding skills and mealtime behaviors in children and youth with disabilities. 40(1), 80– 98. 19. Bailey, R. L., Stoner, J. B., Parette, H. P. Jr., & Angell, M. E. (2006). AAC team perceptions: Augmentative and alternative communication device use. 41(2), 139–154. Bak, S. (2003). See citation #204. Baker, J. N. (2009). See citation #245. Baker, S. R. (2001). See citation #349. Balboni, G. (2003). See citation #326. Bambara, L. (2001). See citation #209. 20. Bambara, L. M., & Gomez, O. N. (2001). Using a self-instructional training package to teach complex problem-solving skills to adults with moderate and severe disabilities. 36(4), 386– 400. Banda, D. (2010). See citation #101. Banda, D. R. (2009). See citation #102. 21. Banda, D. R., & Grimmett, E. (2008). Enhancing social and transition behaviors of persons with autism through activity schedules: A review. 43(3), 324–333. Barnhill, G. P. (2003). See citation #257. Barnhill, G. P. (2001). See citation #255. Barton-Arwood, S. (2006). See citation #175. Bashinski, S. (2002). See citation #368. Bassette, L. (2009). See citation #43. Batterman, N. (2003). See citation #73. Batu, S. (2004). See citation #5. Batu, S. (2005). See citation #6. 22. Batu, S., Cihak, D., & Gama, R. I. (2008). Caregiver-delivered home-based instruction using simultaneous prompting for teaching home skills to individuals with developmental disabilities. 43(4), 541–555. Bayliss, P. (2004). See citation #51. Beare, P. (2002). See citation #129. Beck, A. R. (2005). See citation #33. 23. Beck, A. R., Stoner, J. B., & Bock, S. J. (2008). Comparison of PECS and the use of a VOCA: A replication. 43(2), 198–216. 24. Beck, A. R., Thompson, J. R., Clay, S. L., Hutchins, M., Vogt, W. P., Romaniak, B., & Sokolowski, B. (2001). Preservice professionals’ attitudes toward children who use aug- 620 / 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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help continue maximum skill profici
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at the same time, or did not respon
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Figure 1. Correct responses for Joe
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sponses for each skill. No trends w
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then be used as a template for quic
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2007). Choice making initiates the
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