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126. Ezell, D., & Klein, C. (2003). Impact of portfolio assessment on locus of control of students with and without disabilities. 38(2), 220–228. 127. Ezell, D., & Klein-Ezell, C. E. (2003). M.A.G.I.C. W.O.R.K.S. 38(4), 441–450. Fall, A. (2006). See citation #111. Fallin, K. (2003). See citation #52. Feldman, M. (2007). See citation #342. Feldman, M. (2009). See citation #307. 128. Ferguson, H., Myles, B. S., & Hagiwara, T. (2005). Using a personal digital assistant to enhance the independence of an adolescent with Asperger syndrome. 40(1), 60–67. Fidler, D. (2005). See citation #388. 129. Firman, K. B., Beare, P., & Lloyd, R. (2002). Enhancing self-management in students with mental retardation: Extrinsic versus intrinsic procedures. 37(2), 163–171. 130. Fiscus, R. S., Schuster, J., Morse, T. E., & Collins, B. C. (2002). Teaching elementary students with cognitive disabilities food preparation skills while embedding instructive feedback in the prompt and consequent event. 37(1), 55–69. Flanagan, S. M. (2009). See citation #43. Flanagan, S. M. (2010). See citation #42. 131. Fletcher, D., Boon, R., & Cihak, D. F. (2010). Effects of the TOUCHMATH program compared to a number line strategy to teach addition facts to middle school students with moderate intellectual disabilities. 45(3), 449– 458. Fletcher, K. L. (2001). See citation #310. Fletcher, K. L. (2003). See citation #312. Fletcher, K. L. (2004). See citation #168. Fletcher, K. L. (2005). See citation #311. 132. Fletcher, K. L., Blair, C., Scott, M. S., & Bolger, K. E. (2004). Specific patterns of cognitive abilities in young children with mild mental retardation. 39(3), 270–189. Flexer, R. W. (2007). See citation #17. Flexer, R. W. (2009). See citation #193. Flores, M. (2006). See citation #49. 133. Flores, M. M., & Ganz, J. B. (2009). Effects of direct instruction on the reading comprehension of students with autism and developmental disabilities. 44(1), 39–53. Flowers, C. (2006). See citation #178. Floyd, R. G. (2008). See citation #26. Fogal, T. (2008). See citation #336. Fossum, M. (2008). See citation #104. 134. Fowler, C. H., Konrad, M. Walker, A. R., Test, D. W., & Wood, W. M. (2007). Self-determination interventions’ effects on the academic performance of students with developmental disabilities. 42(3), 270–285. 135. Fox, R., Holtz, C. A., & Moist, A. M. (2009). A community-based accomodation program for adults with autism and mental retardation. 44(1), 118–126. Foy, J. B. (2001). See citation #331. Foy, J. B. (2006). See citation #332. Fraiman, J. L. (2008). See citation #47. Frain, M. (2009). See citation #25. Franco, J. H. (2010). See citation #218. 136. Frankland, H. C., Turnbull, A. P., Wehmeyer, M. L., & Blackmountain, L. (2004). An exploration of the self-determination construct and disability as it relates to the Dine (Navajo) culture. 39(3), 191–205. Fredrick, L. D. (2002). See citation #329. Freeman, A. (2007). See citation #266. Fridel, S. (2009). See citation #208. 137. Friend, A., Summers, J. A., & Turnbull, A. P. (2009). Impacts of family support in early childhood intervention research.44(4), 453– 470. Gadzichowski, M. (2004). See citation #277. Gama, R. I. (2008). See citation #22. Gama, R. I. (2008). See citation #78. Ganz, J. B. (2009). See citation #133. 138. Ganz, J. B., & Sigafoos, J. (2005). Self monitoring: Are young adults with MR and autism able to utilize cognitive strategies independently? 40(1), 24–33. Garcia, L. A. (2003). See citation #240. Garner, N. (2006). See citation #367. Gartin, B. (2004). See citation #252. Gartin, B. (2005). See citation #388. 139. Gartin, B. C., Murdick, N. L., Thompson, J. R., & Dyches, T. T. (2002). Issues and challenges facing educators who advocate for students with disabilities. 37(1), 3–13. 140. Gascon, H., & Morin, P. (2010). Deinstitutionalisation and adaptation of adults with intellectual disabilities: Results from Quebec. 45(3), 366–377. Gast, D. (2010). See citation #157. Gast, D. L. (2003). See citation #239. Gast, D. L. (2007). See citation #328. Gast, D. L. (2009). See citation #103. Gast, D. L. (2009). See citation #236. Gast, D. L. (2010). See citation #156. Gast, D. L. (2010). See citation #238. 141. Gaudet, L., Pulos, S., Crethar, H., & Berger, S. (2002). Psychosocial concerns of adults with developmental disabilities: Perspectives 626 / 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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epeated until stable choice pattern
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transportation, commitment) to prov
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Page 103 and 104: TABLE 1 Studies Listed According to
Page 105 and 106: TABLE 1—(Continued) Studies Liste
Page 111 and 112: (i.e., MSW) and duration-based (i.e
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Page 115 and 116: port difficulty implementing the in
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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
Page 133 and 134: encing allergy symptoms (one partic
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 143 and 144: ior: An analysis of the literature.
Page 145 and 146: moderate intellectual disabilities
Page 147 and 148: Effects of the STAR intervention pr
Page 149: Copeland, S. R. (2002). See citatio
Page 153 and 154: computer-based instruction program.
Page 155 and 156: sight words to students with mental
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
Page 171 and 172: Review of video prompting studies w
Page 173 and 174: Look! I'm in College! DVD Look, I
Page 175 and 176: 13th International Conference on Au
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