etadd_46(4) - Division on Autism and Developmental Disabilities

More documents

Recommendations

Info

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
sight words to students with mental retardation and learning disabilities. 38(2), 179–191. Konrad, M. (2007). See citation #134. 190. Konrad, M., Trela, K., & Test, D. W. (2006). Using IEP goals and objectives to teach paragraph writing to high school students with physical and cognitive disabilities. 41(2), 111–124. Kontosh, L. G. (2008). See citation #55. Konukman, F. (2005). See citation #378. Konukman, F. (2010). See citation #379. Konukman, F. (2010). See citation #380. Kozen, A. A. (2007). See citation #223. 191. Kozub, F. M. (2003). Explaining physical activity in individuals with mental retardation: An exploratory study. 38(3), 302–313. 192. Krajewski, J. J., Hyde, M. S., & O’Keeffe, M. K. (2002). Teen attitudes toward individuals with mental retardation from 1987 to 1998: Impact of respondent gender and school variables. 37(1), 27–39. 193. Kreiner, J., & Flexer, R. W. (2009). Assessment of leisure preferences for students with severe developmental disabilities and communication difficulties. 44(2), 280–294. 194. Kretlow, A., Lo, Y., White, R. B., & Jordan, L. (2008). Teaching test-taking strategies to improve the academic achievement of students with mild mental disabilities. 43(3), 397–408. Krupp, M. (2010). See citation #1. 195. Kuhn, L. R., Bodkin, A. E., Devlin, S., & Doggett, R. A. (2008). Using pivotal response training with peers in special education to facilitate play in two children with autism. 43(1), 37–45. Kweon, G. (2006). See citation #31. Labin, J. M. (2008). See citation #47. Lachapelle, Y. (2007). See citation #81. Lachapelle, Y. (2009). See citation #82. 196. Lambrechts, G., Petry, K., & Maes, B. (2008). Staff variables that influence responses to challenging behaviour of clients with intellectual disability: A review. 43(4), 454–473. Lance, G. D. (2002). See citation #368. Lancioni, G. (2009). See citation #217. Lancioni, G. (2010). See citation #198. Lancioni, G. E. (2006). See citation #60. Landmark, L. (2010). See citation #386. Lang, R. (2009). See citation #217. Lang, R. (2010). See citation #218. 197. Lang, R., Machalicek, W., O’Reilly, M., Sigafoos, J., Rispoli, M., Shogren, K., & Regester, A. (2009). Review of teacher involvement in the applied intervention research for children with autism spectrum disorders. 44(4), 481– 492. 198. Lang, R., O’Reilly, M. Sigafoos, J., Machalicek, W., Rispoli, M., Shogren, K., Chan, J. M., Davis, T., Lancioni, G., & Hopkins, S. (2010). Review of teacher involvement in the applied intervention research for children with autism spectrum disorders. 45(2), 268– 283. Langone, J. (2004). See citation #317. Langone, J. (2005). See citation #14. Langone, J. (2006). See citation #15. Langthorne, P. (2009). See citation #217. Larson, L. (2008). See citation #11. Lattin, D. (2001). See citation #369. 199. Lawrence, E. R., Glidden, L., & Jobe, B. M. (2006). Keeping them happy: Job satisfaction, personality, and attitudes toward disability in predicting counselor job retention. 41(1), 70–80. Lawrence, M. (2006). See citation #367. Leake, D. W. (2007). See citation #318. Lee, A. (2009). See citation #245. 200. Lee, E., & Lee, S. (2009). Effects of instructional rubrics on class engagement behaviors and the achievement of lesson objectives by students with mild mental retardation and their typical peers. 44(3), 396–408. Lee, H. (2007). See citation #258. 201. Lee, M. S. H., Nguyen, D., Yu, C. T., Thorsteinsson, J. R., Martin, T. L., & Martin, G. L. (2008). Discrimination skills predict effective preference assessment methods for adults with developmental disabilities. 43(3), 388– 396. Lee, S. (2009). See citation #200. 202. Lee, S., Amos, B. A., Gragoudas, S., Lee, Y., Shogren, K. A., Theoharis, R., & Wehmeyer, M. L. (2006). Curriculum augmentation and adaptation strategies to promote access to general curriculum for students with intellectual and developmental disabilities. 41(3), 199–212. 203. Lee, S., Poston, D., & Poston, AJ. (2007). Lessons learned through implementing a positive behavioral support intervention at home: A case study on self-management with a student with autism and his mother. 42(4), 418–427. 204. Lee, S., Yoo, S., & Bak, S. (2003). Characteristics of friendships between children with and without mild disabilities. 38(2), 157–166. Lee, Y. (2006). See citation #202. Leeper, D. C. (2001). See citation #372. Lehtinen, U. (2001). See citation #303. Leimkuhl, T. T. (2002). See citation #265. 630 / Education and Training in Autism and Developmental Disabilities-December 2011
Page 1 and 2:
Education and Training in Autism an
Page 3 and 4:
March 2012 Manuscripts Accepted for
Page 5 and 6:
new line of research, the review ho
Page 7 and 8:
TABLE 1—(Continued) Overview of H
Page 9 and 10:
TABLE 1—(Continued) Overview of H
Page 11 and 12:
Figure 1. MP3 Player (Model: SM-320
Page 13 and 14:
Figure 3. Sony-Ericsson K800. Retri
Page 15 and 16:
computer with three middle school s
Page 17 and 18:
Figure 6. Video iPod. Apple, Inc. h
Page 19 and 20:
example, in contrast to previous st
Page 21 and 22:
using public transportation. Device
Page 23 and 24:
accessible software to increase ind
Page 25 and 26:
(14.3%), a unique curriculum (13.8%
Page 27 and 28:
TABLE 1 Student Characteristics Stu
Page 29 and 30:
eos” was highlighted. Students th
Page 31 and 32:
ment was 100% for baseline and main
Page 33 and 34:
Figure 3. Percentage of independent
Page 35 and 36:
how to program and operate the equi
Page 37 and 38:
Individuals with Disabilities Educa
Page 39 and 40:
Page 41 and 42:
TABLE 1 Video Prompting Studies Con
Page 43 and 44:
TABLE 1—(Continued) Video Prompti
Page 45 and 46:
Length of video clips. Researchers
Page 47 and 48:
to learn three cooking tasks. Resul
Page 49 and 50:
Van Laarhoven and Van Laarhoven-Mye
Page 51 and 52:
Dogoe, M., & Banda, D. R. (2009). R
Page 53 and 54:
Page 55 and 56:
TABLE 1 Summary of Demographic and
Page 57 and 58:
TABLE 2 Summary of Outcome Variable
Page 59 and 60:
with students in preschool (Akmanog
Page 61 and 62:
with MoID acquiring some of their p
Page 63 and 64:
Vocational task. To date one study
Page 65 and 66:
ed; thereby adding to the amount of
Page 67 and 68:
Retardation and Developmental Disab
Page 69 and 70:
Page 71 and 72:
TABLE 1 Student Demographic Informa
Page 73 and 74:
Figure 1. Example of the mini-poste
Page 75 and 76:
Experimental Design This study empl
Page 77 and 78:
intervention sessions was 75.55% de
Page 79 and 80:
help continue maximum skill profici
Page 81 and 82:
Page 83 and 84:
at the same time, or did not respon
Page 85 and 86:
Figure 1. Correct responses for Joe
Page 87 and 88:
sponses for each skill. No trends w
Page 89 and 90:
then be used as a template for quic
Page 91 and 92:
2007). Choice making initiates the
Page 93 and 94:
making choices is clearly not in th
Page 95 and 96:
epeated until stable choice pattern
Page 97 and 98:
transportation, commitment) to prov
Page 99 and 100:
can be made. Last, because consumer
Page 101 and 102:
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
Page 113 and 114: 2008), and increasing adaptive beha
Page 115 and 116: port difficulty implementing the in
Page 117 and 118: of a preferred item while continuin
Page 119 and 120: Kreiner, J., & Flexer, R. (2009). A
Page 121 and 122: Education and Training in Autism an
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
Page 129 and 130: ulation was generally clear and he
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
Page 141 and 142: tion of the preferred item signaled
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 and 150: Copeland, S. R. (2002). See citatio
Page 151 and 152: 126. Ezell, D., & Klein, C. (2003).
Page 153: computer-based instruction program.
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
show all

etadd_46(4) - Division on Autism and Developmental Disabilities

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?