etadd_46(4) - Division on Autism and Developmental Disabilities

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Determining alertness in individuals with profound intellectual and multiple disabilities: The reliability of an observation list. Vera Munde, Carla Vlaskamp, Wied Ruijssenaars and Han Nakken ...................... 116 Developing the social skills of young adult special olympics athletes. Melissa Alexander, Gail M. Dummer, Ashley Smeltzer, and Stephen J. Denton ........................ 297 Developmental screening: A review of contemporary practice. Juli Pool and Jack J. Hourcade ................................. 267 Disproportionality in transition services: A descriptive study. Robert Baer, Alfred Daviso III, Rachel McMahan Queen, and Robert W. Flexer ................................ 172 Effectiveness of combining tangible symbols with the picture exchange communication system to teach requesting skills to children with multiple disabilities including visual impairment. Emad Ali, Stephanie Z. MacFarland, and John Umbreit ................ 425 Effectiveness of instruction performed through activity schedules on the leisure skills of children with Autism. Selmin Cuhadar and Ibrahim H. Diken .......................... 386 Effects of a treatment package on imitated and spontaneous verbal requests in children with autism. Jennifer Ganz, Margaret M. Flores, and Erin E. Lashley .................... 596 Effects of computer and classroom simulation to teach students with various exceptionalities to locate apparel sizes. Virginia Bramlett, Kevin M. Ayres, Karen H. Douglas, and David F. Cihak ......................... 454 Effects of computer-based practice on the acquisition and maintenance of basic academic skills for children with moderate to intensive education needs. Julie M. Everhart, Sheila R. Alber-Morgan, and Ju Hee Park .................................. 556 Effects of functional mobility training for adults with severe disabilities. Stacie B. Whinnery and Keith W. Whinnery .................. 436 Effects of multimedia social stories on knowledge of adult outcomes and opportunities amont transition-ages youth with significant cognitive disabilities. Sharon Richter and David Test ............................. 410 Effects of no-no prompting on teaching expressive labeling of facial expressions to children with and without a pervasive developmental disorder. Justin Leaf, Misty L. Oppenheim, Wesley H. Dotson, Valerie A. Johnson, Andrea B. Courtemanche, Jan B. Sheldon, and James A. Sherman ..................... 186 Effects of presession satiation on challenging behavior and academic engagement for children with autism during classroom instruction. Mandy Rispoli, Mark F. O’Reilly, Jeff Sigafoos, Russell Lang, Soyeon Kang, Giulio Lancioni, and Richard Parker ......... 607 Emergent literacy skills of preschool students with Autism: A comparison of teacher-led and computer-assisted instruction. Jason C. Travers, Kyle Higgins, Tom Pierce, Randall Boone, Susan Miller, and Richard Tandy . 326 Ganando confianza: Research focus groups with immigrant Mexican mothers. Carolina Hausmann-Stabile, Luis H. Zayas, Sandra Runes, Anna Abenis-Cintron, and Esther Calzada .............................. 3 I can identify Saturn but I can’t brush my teeth: What happens when the curricular focus for students with severe disabilities shifts. Kevin Ayres, K. Alisa Lowrey, Karen H. Douglas, and Courtney Sievers .................. 11 Improving literacy skills in students with complex communication needs who use augmentative/alternative communication systems. Rita L. Bailey, Maureen E. Angell, and Julia B. Stoner ......................... 352 Mediation between staff-elderly persons with intellectual disability with Alzheimer disease as a means of enhancing their daily functioning. Hefziba Lifshitz and Pnina S. Klein . . . 106 Perceptions of supported employment providers: What students with developmental disabilities, families, and educators need to know for transition planning. Sherril Moon, Monica L. Simonsen, and Debra A. Neubert 94 Placebo medication use for behavior management in an adult with autism. K. A. Kroeger and Jennifer Brown .................... 470 Postsecondary education for transition-age students with intellectual and other developmental disabilities: A national survey. Clare Papay and Linda M. Bambara .......... 78 Providing choice making in employment programs: The beginning or end of self-determination? Martin Agran and Michael Krupp . 565 Research-based strategies for teaching content to students with intellectual disabilities: Adapted videos. Anna S. Evmenova and Michael M. Behrmann .................... 315 Review of the choice and preference assessment literature for individuals with severe to profound disabilities. Christopher A. Tullis, Helen Cannella-Malone, Abby R. Basbigill, Amanda Yeager, Courtney V. Fleming, Daniel Payne, and Pei-Fang Wu ............. 576 Review of Twenty-first century portable electronic devices for persons with moderate intellectual disabilities and autism spectrum disorders. Linda Mechling .............. 479 Index, Volume <strong>46</strong> / 645
Review of video prompting studies with persons with developmental disabilities. Devender Banda, Maud S. Dogoe and Rose Marie Matuszny ....................... 514 Self-management procedures: A comparison across the Autism spectrum. Candice Southall and David L. Gast ............. 155 Simultaneous prompting: An instructional strategy for skill acquisition. Rebecca E. Waugh, Paul A. Alberto, and Laura D. Fredrick . . . 528 Teaching generalized reading of product warning labels to young adults with Autism using the constant time delay procedure. Maud Dogoe, Devender R. Banda, Robin H. Lock, and Rita Feinstein ...................... 204 Teaching Money Computation Skills to High School Students with Mild Intellectual Disabilities via the TouchMath© Program: A Multi-Sensory Approach . Hugh E. Waters and Richard Boon ..................... 544 Teaching number identification to students with severe disabilities using response cards. Holly Skibo, Pamela Mims, and Fred Spooner ............................... 124 Teaching social skills to enhance work performance in a child care setting. Sabra Bostian Gear, Jonna Bobzien, Sharon Judge, and Sharon A. Raver ........................ 40 Ten-year Cumulative Author Index of the Journals Education and Training in Mental Retardation and Developmental Disabilities, Education and Training in Developmental Disabilities, and Education and Training in Autism and Developmental Disabilities 2001, 36(1) through 2010, 45(4). Stanley H. Zucker and Silva Hassert ................ 619 Use of a hand-held personal digital assistant (PDA) to self-prompt pedestrian travel by young adults with moderate intellectual disabilities. Linda Mechling and Nicole H. Seid .................................. 220 Use of multisensory environments in schools for students with severe disabilities: Perceptions from schools. Jennifer Stephenson, and Mark Carter ........................ 276 Using shared stories and individual responses modes to promote comprehension and engagement in literacy for students with multiple, severe disabilities. Diane Browder, Angela Lee, and Pam Mims ................ 339 Using simultaneous prompting to teach restaurant words and classifications as non-target information to secondary students with moderate to severe disabilities. Bethany Smith, John W. Schuster, Belva Collins, and Harold Kleinert ................................ 251 Using video prompting and constant time delay to teach an Internet search basic skill to students with intellectual disabilities. Dimitrios Zisimopoulos, Jeff Sigafoos, and George Koutromanos ................... 238 Video modeling and prompting: A comparison of two strategies for teaching cooking skills to students with mild intellectual disabilities. Teresa Taber-Doughty, Emily C. Bouck, Kinsey Tom, Andrea D. Jasper, Sara M. Flanagan, and Laura Bassette ................ 499 6<strong>46</strong> / 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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port difficulty implementing the in
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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
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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
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 and 166: Vlaskamp, C. (2008). See citation #
Page 167 and 168: INDEX—VOLUME 46,
Page 169: Runes, Sandra. See Hausmann-Stabile
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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