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mentative/alternative communication. 36(3), 255–271. Becker, S. (2004). See citation #256. Bedesem, P. (2009). See citation #221. Belfiore, P. J. (2001). See citation #36. 25. Bennett, K., Frain, M. Brady, M. P., Rosenberg, H., & Surinak, T. (2009). It all depends on where you stand: Differences between employee’s and supervisor’s evaluations of work performance and support needs. 44(4), 471– 480. Berger, S. (2002). See citation #141. 26. Bergeron, R., Floyd, R. G., & Shands, E. I. (2008). States’ eligibility guidelines for mental retardation: An update and consideration of part scores and unreliability of IQs. 43(1), 123–143. 27. Beyer, J. (2009). Autism spectrum disorders and sibling relationships: Research and strategies 44(4), 444–452. Beyer, J. F. (2008). See citation #325. 28. Bezdek, J., Summers, J., & Turnbull, A. (2010). Professionals’ attitude on partnering with families of children and youth with disabilities. 45(3), 356–365. Billingsley, F. (2005). See citation #373. 29. Bingham, M. A. Spooner, F., & Browder, D. (2007). Training paraeducators to promote the use of augmentative and alternative communication by students with significant disabilities. 42(3), 339–352. 30. Birkan, B. (2005). Using simultaneous prompting for teaching various discrete tasks to students with mental retardation. 40(1), 68–79. Birkan, B. (2005). See citation #378. Birkan, B. (2010). See citation #379. Birkan, B. (2010). See citation #380. Blackmountain, L. (2004). See citation #136. Blair, C. (2004). See citation #132. 31. Blair, K. C., Liaupsin, C. J., Umbreit, J., & Kweon, G. (2006). Function-based intervention to support the inclusive placements of young children in Korea. 41(1), 48–57. 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), 295–303. 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. Boisvert, J. (2002). See citation #214. Bolger, K. E. (2004). See citation #132. 34. Bonggat, P. W., & Hall, L. J. (2010). Evaluation of the effects of sensory integration-based intervention by a preschool special education teacher. 45(2), 294–302. Boon, R. (2010). See citation #131. 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 and functional curricula: A conflict of interest? 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
Effects of the STAR intervention program on interactions between campers with and without disabilities during inclusive summer day camp activities. 43(1), 92–101. Bozkurt, F. (2006). See citation #153. 48. Bozkurt, F., & Gursel, O. (2005). Effectiveness of constant time delay on teaching snack and drink preparation skills to children with mental retardation. 40(4), 390–400. Bradford, E. (2002). See citation #169. 49. Bradford, S., Shippen, M. E., Alberto, P., Houchins, D. E., & Flores, M. (2006). Using systematic instruction to teach decoding skills to middle school students with moderate intellectual disabilities. 41(4), 333–343. Brady, M. P. (2005). See citation #182. Brady, M. P. (2008). See citation #55. Brady, M. P. (2009). See citation #25. 50. Brady, M. P., & Rosenberg, H. (2002). Job observation and behavior scale: A supported employment assessment instrument. 37(4), 427–433. Bray, N. W. (2004). See citation #168. 51. Broekaert, E., Van Hove, G., Bayliss P., & D’Oosterlinck, F. (2004). The search for an integrated paradigm of care models for people with handicaps, disabilities and behavioural disorders at the Department of Orthopedagogy of Ghent University. 39(3), 206– 216. Brotherson, M. (2002). See citation #142. Brotherson, M. J. (2001). See citation #269. Browder, D. (2007). See citation #29. Browder, D. (2009). See citation #245. Browder, D. M. (2001). See citation #209. Browder, D. M. (2002). See citation #210. Browder, D. M. (2006). See citation #178. Browder, D. M. (2008). See citation #174. Browder, D. M. (2010). See citation #88. 52. Browder, D. M., Fallin, K., Davis, S., & Karvonen, M. (2003). Consideration of what may influence student outcomes on alternate assessment. 38(3), 255–270. 53. Brown, J., & Murray, D. (2001). Strategies for enhancing play skills for children with autism spectrum disorder. 36(3), 312–317. Brunet, J. (2002). See citation #100. 54. Bryan, T. Stiles, N., Burstein, K. Ergul, C., & Chao, P. (2007). “Am I supposed to understand this stuff?” Youth with special health care needs readiness for transition. 42(3), 330–338. Bryant, D. P. (2005). See citation #44. 55. Bucholz, J., Brady, M. P., Duffy, M., Scott, J., & Kontosh, L. G. (2008). Using literacy-based behavioral interventions and social stories to improve work behavior in employees with developmental disabilities. 43(4), 486–501. 56. Bui, Y. N., & Turnbull, A. (2003). East meets west: Analysis of person-centered planning in the context of Asian American values. 38(1), 18–31. Burley, M. (2007). See citation #266. Burstein, K. (2007). See citation #54. 57. Burt, T. L., Porretta, D. L., & Klein, R. E. (2007). Use of adapted bicycles on the learning of conventional cycling by children with mental retardation. 42(3), 364–382. 58. Cameron, D. L., & Cook, B. G. (2007). Attitudes of preservice teachers enrolled in an infusion preparation program regarding planning and making adaptations for included students with mental retardation. 42(3), 353– 363. 59. Campbell, D. J., Reilly, A., & Henley, J. (2008). Comparison of assessment results of children with low incidence disabilities. 43(2), 217–225. Campbell, J. L. (2004). See citation #277. Campbell, L. (2009). See citation #307. Çamursoy, I˙. (2010). See citation #380. 60. Cannella, H., Sigafoos, J., O’Reilly, M., de la Cruz, B., Edrisinha, C., & Lancioni, G. E. (2006). Comparing video prompting to video modeling for teaching daily living skills to six adults with developmental disabilities. 41(4), 344–356. 61. Cannella-Malone, H. I., O’Reilly, M. F., Sigafoos, J., & Chan, J. M. (2008). Combined curricular intervention with brief hands down to decrease hand mouthing and the use of arm splints for a young boy with profound disabilities. 43(3), 360–366. 62. Carothers, D. E., & Taylor, R. L. (2004). Social cognitive processing in elementary school children with Asperger disorder. 39(2), 177- 190. 63. Carpenter, L. B. (2001). Utilizing travel cards to increase productive student behavior, teacher collaboration, and parent-school communication. 36(3), 318–322. Carter, E. W. (2002). See citation #169. Carter, E. W. (2004). See citation #74. Carter, M. (2002). See citation #152. Carter, M. (2006). See citation #184. Carter, S. L. (2002). See citation #375. 64. Carter, S. L. (2007). Review of recent treatment acceptability research. 42(3), 301–316. 65. Carter, S. L. (2008). A distributive model of treatment acceptability. 43(4), 411–420. 66. Carter, S. L. (2008). Further conceptualization of treatment acceptability. 43(2), 135–143. Carter, S. L. (2009). See citation #376. 622 / 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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making choices is clearly not in th
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Page 97 and 98: transportation, commitment) to prov
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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 119 and 120: Kreiner, J., & Flexer, R. (2009). A
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Page 123 and 124: autism on the CARS. Regarding socia
Page 125 and 126: other effect size measures and with
Page 127 and 128: quests during baseline sessions. Du
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Page 131 and 132: communication training as a treatme
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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 145: moderate intellectual disabilities
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.
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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
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Page 173 and 174: Look! I'm in College! DVD Look, I
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