etadd_46(4) - Division on Autism and Developmental Disabilities
etadd_46(4) - Division on Autism and Developmental Disabilities
etadd_46(4) - Division on Autism and Developmental Disabilities
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
262. Noyes, D. A., & Sax, C. L. (2004). Changing<br />
systems for transiti<strong>on</strong>: Students, families, <strong>and</strong><br />
professi<strong>on</strong>als working together. 39(1), 35–<br />
44.<br />
O’Brien, E. (2010). See citati<strong>on</strong> #230.<br />
O’Keeffe, M. K. (2002). See citati<strong>on</strong> #192.<br />
O’Reilly, M. (2006). See citati<strong>on</strong> #60.<br />
O’Reilly, M. (2009). See citati<strong>on</strong> #197.<br />
O’Reilly, M. (2009). See citati<strong>on</strong> #217.<br />
O’Reilly, M. (2010). See citati<strong>on</strong> #198.<br />
O’Reilly, M. F. (2008). See citati<strong>on</strong> #61.<br />
O’Reilly, M. F. (2010). See citati<strong>on</strong> #218.<br />
Ogata, V. (2001). See citati<strong>on</strong> #226.<br />
Ohtake, Y. (2008). See citati<strong>on</strong> #264.<br />
263. Ohtake, Y., Wehmeyer, M., Uchida, N., Nakaya,<br />
A., & Yanagihara, M. (2010). Enabling a<br />
prelinguistic communicator with autism to<br />
use picture card as a strategy for repairing<br />
listener misunderst<strong>and</strong>ings: A case study.<br />
45(3), 410–421.<br />
264. Okada, S., Ohtake, Y., & Yanagihara, M.<br />
(2008). Effects of perspective sentences in<br />
Social Stories <strong>on</strong> improving the adaptive behaviors<br />
of students with autism spectrum disorders<br />
<strong>and</strong> related disabilities. 43(1), <str<strong>on</strong>g>46</str<strong>on</strong>g>–60.<br />
265. Oliver, M. N., Anth<strong>on</strong>y, A., Leimkuhl, T. T., &<br />
Skillman, G. D. (2002). Attitudes toward acceptable<br />
socio-sexual behaviors for pers<strong>on</strong>s<br />
with mental retardati<strong>on</strong>: Implicati<strong>on</strong>s for normalizati<strong>on</strong><br />
<strong>and</strong> community integrati<strong>on</strong>. 37(2),<br />
193–201.<br />
Openden, D. (2009). See citati<strong>on</strong> #300.<br />
Ortega-Hurnd<strong>on</strong>, F. (2007). See citati<strong>on</strong> #234.<br />
266. Osborn, J., Freeman, A., Burley, M., Wils<strong>on</strong>,<br />
R., J<strong>on</strong>es, E., & Rychener, S. (2007). Effect of<br />
tutoring <strong>on</strong> reading achievement for students<br />
with cognitive disabilities, specific learning<br />
disabilities, <strong>and</strong> students receiving Title I services.<br />
42(4), <str<strong>on</strong>g>46</str<strong>on</strong>g>7–474.<br />
Ostrosky, M. M. (2006). See citati<strong>on</strong> #123.<br />
Owen, F. (2007). See citati<strong>on</strong> #342.<br />
267. Ozcan, N., & Cavkaytar, A. (2009). Parents as<br />
teachers: Teaching parents how to teach toilet<br />
skills to their children with autism <strong>and</strong><br />
mental retardati<strong>on</strong>. 44(2), 237–243.<br />
Özen, A. (2004). See citati<strong>on</strong> #120.<br />
Özen, A. (2006). See citati<strong>on</strong> #121.<br />
Özen, A. (2010). See citati<strong>on</strong> #380.<br />
Palmer, S. (2010). See citati<strong>on</strong> #4.<br />
Palmer, S. B. (2003). See citati<strong>on</strong> #366.<br />
Parette, H. P. (2007). See citati<strong>on</strong> #389.<br />
Parette, H. P. (2008). See citati<strong>on</strong> #336.<br />
268. Parette, H. P., & Peters<strong>on</strong>-Karlan, G. R.<br />
(2007). Facilitating student achievement with<br />
assistive technology. 42(4), 387–397.<br />
269. Parette, H. P., Huer, M. B., & Brothers<strong>on</strong>, M.<br />
(2001). Related service pers<strong>on</strong>nel percepti<strong>on</strong>s<br />
of team AAC decisi<strong>on</strong>-making across<br />
cultures. 36(1), 69–82.<br />
270. Parette, H. P., St<strong>on</strong>er, J. B., & Watts, E. H.<br />
(2009). Assistive technology user group perspectives<br />
of early childhood professi<strong>on</strong>als.<br />
44(2), 257–270.<br />
271. Parette, H. P., Wojcik, B. W., Peters<strong>on</strong>-Karlan,<br />
G., & Hourcade, J. J. (2005). Assistive technology<br />
for students with mild disabilities:<br />
What’s cool <strong>and</strong> what’s not. 40(3), 320–331.<br />
Parette, Jr., H. P. (2006). See citati<strong>on</strong> #19.<br />
Parette, P. (2001). See citati<strong>on</strong> #166.<br />
Parette, P. (2001). See citati<strong>on</strong> #313.<br />
Parette, P. (2003). See citati<strong>on</strong> #167.<br />
272. Parette, P., & Scherer, M. (2004). Assistive<br />
technology use <strong>and</strong> stigma. 39(3), 217–226.<br />
273. Parette, P., Huer, M. B., & Hourcade, J. J.,<br />
(2003). Using assistive technology focus<br />
groups with families across cultures. 38(4),<br />
429–440.<br />
274. Parette, P., Meadan, H., Doubet, S., & Hess,<br />
J. (2010). Supporting families of young children<br />
with disabilities using technology. 45(4),<br />
552–565.<br />
275. Park, J., & Turnbull, A. P. (2001). Cross-cultural<br />
competency <strong>and</strong> special educati<strong>on</strong>:<br />
Percepti<strong>on</strong>s <strong>and</strong> experiences of Korean parents<br />
of children with special needs. 36(2)<br />
133–147.<br />
Parker, D. R. (2004). See citati<strong>on</strong> #159.<br />
276. Parker, M., & Schuster, J. W. (2002). Effectiveness<br />
of simultaneous prompting <strong>on</strong> the<br />
acquisiti<strong>on</strong> of observati<strong>on</strong>al <strong>and</strong> instructive<br />
feedback stimuli when teaching a heterogeneous<br />
group of high school students. 37(1),<br />
89–104.<br />
Parker, R. I. (2002). See citati<strong>on</strong> #183.<br />
277. Pasnak, R., Maccubbin, E. M., Campbell,<br />
J. L., & Gadzichowski, M. (2004). Learning<br />
set instructi<strong>on</strong> in seriati<strong>on</strong> <strong>and</strong> the oddity principle<br />
for a child with severe mental disabilities.<br />
39(4), 337–345.<br />
Pasternack, R. H. (2004). See citati<strong>on</strong> #159.<br />
Patt<strong>on</strong>, J. R. (2007). See citati<strong>on</strong> #324.<br />
Patt<strong>on</strong>, J. R. (2008). See citati<strong>on</strong> #325.<br />
Patt<strong>on</strong>, J. R. (2009). See citati<strong>on</strong> #288.<br />
Patt<strong>on</strong>, J. R. (2010). See citati<strong>on</strong> #287.<br />
278. Payne E. M., & Sitlingt<strong>on</strong>, P. L. (2008). Guardianship:<br />
Its role in the transiti<strong>on</strong> process for<br />
students with developmental disabilities.<br />
43(1), 3–19.<br />
279. Pearman, E., Elliott, T., & Aborn, L. (2004).<br />
Transiti<strong>on</strong> services model: Partnership for<br />
student success. 39(1), 26–34.<br />
Peled, I. (2001). See citati<strong>on</strong> #124.<br />
634 / Educati<strong>on</strong> <strong>and</strong> Training in <strong>Autism</strong> <strong>and</strong> <strong>Developmental</strong> <strong>Disabilities</strong>-December 2011