etadd_46(4) - Division on Autism and Developmental Disabilities

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INDEX—VOLUME <strong>46</strong>, 2011 AUTHORS Abenis-Cintron, Anna. See Hausmann-Stabile, Carolina ............................... 3 Agran, Martin. Providing choice making in employment programs: The beginning or end of self-determination? ..................... 565 Alber-Morgan, Sheila R. See Everhart, Julie M. 556 Alberto, Paul A. See Waugh, Rebecca E. . . . 528 Alexander, Melissa. Developing the social skills of young adult special olympics athletes ................................. 297 Ali, Emad. Effectiveness of combining tangible symbols with the picture exchange communication system to teach requesting skills to children with multiple disabilities including visual impairment ...................... 425 Angell, Maureen E. See Bailey, Rita L. ...... 352 Ayres, Kevin M. See Bramlett, Virginia ...... 454 Ayres, Kevin. I can identify Saturn but I can’t brush my teeth: What happens when the curricular focus for students with severe disabilities shifts .......................... 11 Baer, Robert. Disproportionality in transition services: A descriptive study ............ 172 Bailey, Rita L. Improving literacy skills in students with complex communication needs who use augmentative/alternative communication systems ........................ 352 Bambara, Linda M. See Papay, Clare ....... 78 Banda, Devender R. See Dogoe, Maud ..... 204 Banda, Devender. Review of video prompting studies with persons with developmental disabilities ............................... 514 Basbigill, Abby R. See Tullis, Christopher A. . 576 Bassette, Laura. See Taber-Doughty, Teresa . 499 Behrmann, Michael M. See Evmenova, Anna S...................................... 315 Bobzien, Jonna. See Gear, Sabra Bostian . . . 40 Boon, Richard. See Waters, Hugh E. ....... 544 Boone, Randall. See Travers, Jason C. ..... 326 Bouck, Emily C. A snapshot of secondary education for students with mild intellectual disabilities ................................ 399 Bouck, Emily C. See Taber-Doughty, Teresa . 499 Bramlett, Virginia. Effects of computer and classroom simulation to teach students with various exceptionalities to locate apparel sizes ................................. 454 Browder, Diane. Using shared stories and individual responses modes to promote comprehension and engagement in literacy for students with multiple, severe disabilities . 339 Brown, Jennifer. See Kroeger, K. A. ........ 470 Calzada, Esther. See Hausmann-Stabile, Carolina ................................. 3 Cannella-Malone, Helen. See Tullis, Christopher A. ................................ 576 Carter, Mark. See Stephenson, Jennifer ..... 276 Cihak, David F. See Bramlett, Virginia ...... 454 Collins, Belva. Addition of functional content during core content instruction with students with moderate disabilities ............... 22 Collins, Belva. See Smith, Bethany ......... 251 Courtemanche, Andrea B. See Leaf, Justin . . 186 Cuhadar, Selmin. Effectiveness of instruction performed through activity schedules on the leisure skills of children with Autism ...... 386 Darcy, Cynthia. See Werts, Margaret ....... 134 Daviso III, Alfred. See Baer, Robert ......... 172 Denton, Stephen J. See Alexander, Melissa . 297 Diken, Ibrahim H. See Cuhadar, Selmin ..... 386 Djuric-Zdravkovic, Aleksandra. Arithmetic operations and attention in children with intellectual disabilities ....................... 214 Dogoe, Maud S. See Banda, Devender ..... 514 Dogoe, Maud. Teaching generalized reading of product warning labels to young adults with Autism using the constant time delay procedure ............................. 204 Dotson, Wesley H. See Leaf, Justin ......... 186 Douglas, Karen H. See Ayres, Kevin ........ 11 Douglas, Karen H. See Bramlett, Virginia .... 454 Dummer, Gail M. See Alexander, Melissa . . . 297 Everhart, Julie M. Effects of computer-based practice on the acquisition and maintenance of basic academic skills for children with moderate to intensive education needs .... 556 Evmenova, Anna S. Research-based strategies for teaching content to students with intellectual disabilities: Adapted videos .... 315 642 / 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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can be made. Last, because consumer
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TABLE 1 Studies Listed According to
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TABLE 1—(Continued) Studies Liste
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(i.e., MSW) and duration-based (i.e
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2008), and increasing adaptive beha
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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
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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 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.
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: Vlaskamp, C. (2008). See citation #
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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