etadd_46(4) - Division on Autism and Developmental Disabilities

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Bedesem, P. (2009). See citation #221.
Belfiore, P. J. (2001). See citation #36.
25. Bennett, K., Frain, M. Brady, M. P., Rosenberg,
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26. Bergeron, R., Floyd, R. G., & Shands, E. I.
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27. Beyer, J. (2009). Autism spectrum disorders
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28. Bezdek, J., Summers, J., & Turnbull, A. (2010).
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29. Bingham, M. A. Spooner, F., & Browder, D.
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the use of augmentative and alternative communication
by students with significant disabilities.
42(3), 339–352.
30. Birkan, B. (2005). Using simultaneous prompting
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31. Blair, K. C., Liaupsin, C. J., Umbreit, J., &
Kweon, G. (2006). Function-based intervention
to support the inclusive placements of
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Blais, M. (2002). See citation #214.
32. Blanks, A. B., & Smith, J. D. (2009). Multiculturalism,
religion, and disability: Implications
for special education practitioners. 44(3),
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Bock, S. J. (2008). See citation #23.
33. Bock, S. J., Stoner, J. B., Beck, A. R., Hanley,
L., & Prochnow, J. (2005). Increasing functional
communication in non-speaking preschool
children: Comparison of PECS and
VOCA. 40(3), 264–278.
Bodkin, A. E. (2008). See citation #195.
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Bolger, K. E. (2004). See citation #132.
34. Bonggat, P. W., & Hall, L. J. (2010). Evaluation
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intervention by a preschool special education
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Boon, R. T. (2006). See citation #15.
35. Bornman, J., Alant, E., & Lloyd, L. L. (2007). A
beginning communication intervention protocol:
In-service training of health workers.
42(2), 190–208.
36. Bosner, S. M., & Belfiore, P. J. (2001). Strategies
and considerations for teaching an adolescent
with Down Syndrome. 36(1), 94–
102.
37. Bouck, E. C. (2009). Functional curriculum
models for secondary students with mild
mental impairment. 44(4), 435–443.
38. Bouck, E. C. (2004). State of curriculum for
secondary students with mild mental retardation.
39(2), 169–176.
39. Bouck, E. C. (2005). Impact of factors on curriculum
and instructional environments for
secondary students with mild mental retardation.
40(3), 309–319.
40. Bouck, E. C. (2008). Factors impacting the
enactment of a functional curriculum in selfcontained
cross-categorical programs.
43(3), 294–310.
41. Bouck, E. C. (2009). No Child Left Behind, the
Individuals with Disabilities Education Act
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44(1), 3–13.
Bouck, E. C. (2010). See citation #390.
42. Bouck, E. C., & Flanagan, S. M. (2010). Functional
curriculum Evidence-based education?:
Considering secondary students with
mild intellectual disabilities. 45(4), 487–499.
43. Bouck, E. C., Bassette, L., Taber-Doughty, T.,
Flanagan, S. M., & Szwed, K. (2009). Pentop
computers as tools for teaching multiplication
to students with mild intellectual disabilities.
44(3), 367–380.
44. Boutot, E. A., & Bryant, D. P. (2005). Social
integration of students with autism in inclusive
settings. 40(1), 14–23.
45. Boutot, E. A., Guenther, T., & Crozier, S.
(2005). Let’s play: Teaching play skills to
young children with autism. 40(3), 285–292.
Boyd, B. A. (2009). See citation #221.
<strong>46</strong>. Boyd, B. A., Conroy, M. A., Asmus, J. M.,
McKenney, E. L. W., & Mancil, G. R. (2008).
Descriptive analysis of classroom setting
events on the social behaviors of children
with autism spectrum disorder. 43(2), 186–
197.
47. Boyd, C. M., Fraiman, J. L., Hawkins, K. A.,
Labin, J. M., Sutter, M., & Wahl, M. R. (2008).
Cumulative Author Index, Volumes 36–45 / 621