etadd_46(4) - Division on Autism and Developmental Disabilities

More documents

Recommendations

Info

task-engagement and self-aggression. 37(4), 391–398. 376. Wheeler, J., Mayton, M. R., Carter, S. L., Chitiyo, M., Menendez, A. L., & Huang, A. (2009). An assessment of treatment integrity in behavioral intervention studies conducted with persons with mental retardation. 44(2), 187–195. Whelley, T. (2004). See citation #334. White, R. B. (2008). See citation #194. Whiteley, J. (2004). See citation #308. Wiersma, L. A. (2007). See citation #163. Williams, T. O., Jr. (2006). See citation #111. Wilson, R. (2007). See citation #266. Wojcik, B. W. (2005). See citation #271. Wojcik, B. W. (2008). See citation #336. Wolfe, P. S. (2001). See citation #225. Wood, W. M. (2007). See citation #134. Woodruff, N. (2005). See citation #181. Woods-Groves, S. (2006). See citation #111. Wright, E. H. (2001). See citation #212. Wright, R. (2010). See citation #79. Yanagihara, M. (2008). See citation #264. Yanagihara, M. (2010). See citation #263. Yanardag˘ , M. (2010). See citation #379. Yanardag˘ , M. (2010). See citation #380. 377. Yang, N. K., Schaller, J. L., Huang, T., Wang, M. H., & Tsai, S. (2003). Enhancing appropriate social behaviors for children with Autism in general education classrooms: An analysis of six cases. 38(4), 405–416. Yang, Y. (2001). See citation #187. Yeager, D. (2006). See citation #367. 378. Yılmaz, I., Birkan, B., Konukman, F., & Erkan, M. (2005). Using a constant time delay procedure to teach aquatic play skills to children with autism. 40(2), 171–182. 379. Yılmaz, I˙., Konukman, F., Birkan, B., & Yanardag˘ , M. (2010). Effects of most to least prompting on teaching simple progression swimming skill for children with autism. 45(3), 440–448. 380. Yılmaz, I˙., Konukman, F., Birkan, B., Özen, A., Yanardag˘,M.,&Çamursoy, I˙. (2010). Effects of constant time delay procedure on the Halliwick’s method of swimming rotation skills for children with Autism. 45(1), 124–135. Yoo, S. (2003). See citation #204. Yu, C. T. (2004). See citation #308. Yu, C. T. (2008). See citation #201. Yu, C. T. (2009). See citation #307. Yu, C.T. (2007). See citation #350. Yu, D. (2002). See citation #84. 381. Yu, D. C. T., Spevack, S., Hiebert, R., Martin, T. L., Goodman, R., Martin, T. G., Harapiak, S., & Martin, G. L. (2002). Happiness indices among persons with profound and severe disabilities during leisure and work activities: A comparison. 37(4), 421–426. Yucesoy, S. (2006). See citation #122. Yucesoy, S. (2006). See citation #123. 382. Zafft, C., Hart, D., & Zimbrich, K. (2004). College career connection: A study of youth with intellectual disabilities and the impact of postsecondary education. 39(1), 45–53. Zager, D. (2007). See citation #10. Zager, D. (2010). See citation #370. Zajicek, A. K. (2007). See citation #89. Zhang, D. (2002). See citation #180. Zhang, D. (2003). See citation #76. 383. Zhang, D. (2001). Self-determination and inclusion: Are students with mild mental retardation more self-determined in regular classrooms? 36(4), 357–362. Zhang, D. (2005). See citation #181. 384. Zhang, D., & Stecker, P. M. (2001). Student involvement in transition planning: Are we there yet? 36(3), 293–303. 385. Zhang, D., Ivester, J., & Katsiyannis, A. (2005). Teachers’ view of transition services in South Carolina: Results from a statewide survey. 40(4), 360–367. 386. Zhang, D., Landmark, L., Grenwelge, C., & Montoya, L. (2010). Culturally diverse parents’ perspectives on self-determination. 45(2), 175–186. Zhang, J. (2010). See citation #224. 387. Zhang, J., & Wheeler, J. J. (2010). Mercury and autism: A review. 45(1), 107–115. Zigmond, N. (2001). See citation #372. Zimbrich, K. (2004). See citation #159. Zimbrich, K. (2004). See citation #382. Zucker, S. H. (2001). See citation #313. Zucker, S. H. (2003). See citation #280. Zucker, S. H. (2004). See citation #335. 388. Zucker, S. H., Perras, C., Gartin B., & Fidler, D. (2005). Best practices for practitioners. 40 (3), 199–201. 389. Zucker, S. H., Perras, C., Parette, H. P., & Perner, D. E. (2007). Research to practice in Cognitive Disabilities/Mental Retardation, Autism, & related disabilities. 42(3), 383–386. 390. Zucker, S. H., Perras, C., Perner, D. E., & Bouck, E. C. (2010). Research to practice in Autism and Developmental Disabilities. 45(4), 471–474. 391. Zucker, S. H., Perras, C., Perner, D. E., & Smith, J. D. (2009). Best Practices in Cognitive Disabilities/Mental Retardation, Autism, & related disabilities. 44(3), 291–294. Zurita, L. M. (2009). See citation #358. Cumulative Author Index, Volumes 36–45 / 641
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
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 107 and 108:
Page 109 and 110:
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 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
show all

etadd_46(4) - Division on Autism and Developmental Disabilities

Create successful ePaper yourself

Delete template?

Save as template?