etadd_46(4) - Division on Autism and Developmental Disabilities

172. Hurst, M., & Jolivette, K. (2006). Effects of
private versus public assessment on the
reading fluency of middle school students
with mild disabilities. 41(2), 185–198.
Hutchins, M. (2001). See citation #24.
Hwang, B. (2001). See citation #171.
Hwang, B. (2001). See citation #187.
Hyde, M. S. (2002). See citation #192.
Ivester, J. (2005). See citation #385.
173. Ivey, J. K. (2007). Outcomes for students with
Autism Spectrum Disorders: What is important
and likely according to teachers? 42(1),
3–13
Jameson, M. (2006). See citation #228.
174. Jimenez, B. A., Browder, D. M., & Courtade,
G. R. (2008). Teaching an algebraic equation
to high school students with moderate developmental
disabilities. 43(2), 266–278.
Jobe, B. M. (2006). See citation #199.
Johnson, J. W. (2002). See citation #227.
Johnson, J. W. (2006). See citation #228.
Johnson, J. W. (2009). See citation #358.
Johnston, S. S. (2007). See citation #259.
Jolivette, K. (2006). See citation #172.
175. Jolivette, K., Lingo, A. S., Houchins, D. E.,
Barton-Arwood, S., & Shippen, M. E. (2006).
Building math fluency for students with developmental
disabilities and attention difficulties
using Great Leaps Math. 41(4), 392–400.
Jones, E. (2007). See citation #266.
Jones, F. (2010). See citation #8.
176. Jones, K. L., Collins, B. C., Schuster, J. W., &
Kleinert, H. (2009). Presenting chained and
discrete tasks as nontargeted information
when teaching discrete academic skills
through small group instruction. 44(1), 127–
142.
Jordan, L. (2008). See citation #194.
177. Joseph, L. M., & McCachran, M. (2003).
Comparison of a word study phonics technique
between students with moderate to
mild mental retardation and struggling readers
without disabilities. 38(2), 192–199.
Kane, M. T. (2009). See citation #292.
Karvonen, M. (2003). See citation #52.
178. Karvonen, M., Flowers, C., Browder, D. M.,
Wakeman, S. Y., & Algozzine, B. (2006).
Case study of the influences on alternate assessment
outcomes for students with disabilities.
41(2), 95–110.
179. Katims, D. S. (2001). Literacy assessment
and students with mental retardation: An exploratory
investigation. 36(4), 363–372.
Katsiyannis, A. (2005). See citation #385.
180. Katsiyannis, A., Zhang, D., & Archwamety, T.
(2002). Placement and exit patterns for students
with mental retardation: An analysis of
national trends. 37(2), 134–145.
181. Katsiyannis, A., Zhang, D., Woodruff, N., &
Dixon, A. (2005).Transition supports to students
with mental retardation: An examination
of data from the National Longitudinal
Transition Study 2. 40(2), 109–116.
182. Keller, C. L., Brady, M. P., & Taylor, R. L.
(2005). Using self evaluation to improve student
teacher interns’ use of specific praise.
40(4), 368–376.
183. Kellow, J. T., & Parker, R. I. (2002). Selfperceptions
of adequacy of support among
persons with mental retardation living in suburban
versus rural communities. 37(3), 328–
338.
Kelly, M. L. (2007). See citation #318.
184. Kemp, C., & Carter, M. (2006). Active and
passive task related behavior, direction following
and the inclusion of children with disabilities.
41(1), 14–27.
Kercher, K. (2006). See citation #228.
Kessler, K. (2008). See citation #80.
185. Kim, O., & Hupp, S. C. (2005). Teacher interaction
styles and task engagement of elementary
students with cognitive disabilities.
40(3), 293–308.
186. Kim, Y. (2010). Personal safety programs for
children with intellectual disabilities. 45(2),
312–319.
187. Kim, Y., Yang, Y., & Hwang, B. (2001). Generalization
effects of script-based intervention
on language expression of preschool
children with language disorders. 36(4), 411–
423.
Kircaali-Iftar, G. (2002). See citation #345.
Kircaali-Iftar, G. (2009). See citation #125.
Kleeb, G. (2001). See citation #171.
Klein, C. (2003). See citation #126.
Klein, R. E. (2007). See citation #57.
Kleinert, H. (2002). See citation #344.
Kleinert, H. (2005). See citation #148.
Kleinert, H. (2009). See citation #176.
Kleinert, H. L. (2008). See citation #145.
188. Kleinert, J. O., Gonzalez, L., Schuster, J. W.,
& Huebner, R. (2007). Comparison of syntax
training for students with developmental disabilities
utilizing clinician-directed versus
self-determined session paradigms. 42(1),
65–84.
Klein-Ezell, C. E. (2003). See citation #127.
189. Knight, M. G., Ross, D. E., Taylor, R. L., &
Ramasamy, R. (2003). Constant time delay
and interspersal of known items to teach
Cumulative Author Index, Volumes 36–45 / 629