etadd_46(4) - Division on Autism and Developmental Disabilities

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Statement of Ownership, Management, and Circulation (Act of August 12, 1970, Section 3685 Title 39, United States Code) 1. Title of publication: EDUCATION AND TRAINING IN AUTISM AND DEVELOPMENTAL DIS- ABILITIES. 2. Publication number: 0013-1237. 3. Date of Filing: September 30, 2011. 4. Frequency of issue: Quarterly in March, June, September, and December. 5. No. of issues published annually: 4. 6. Annual subscription price: $60 domestic; $64 foreign; $195 institution; $199.50 foreign. 7. Location of known office of publication: The Council for Exceptional Children, 2900 Crystal Drive, Suite 1000, Arlington, Virginia 22202-3557. 8. Location of headquarters of general business offices of the publishers: The Council for Exceptional Children, 2900 Crystal Drive, Suite 1000, Arlington, Virginia 22202- 3557. 9. Names and addresses of publisher and editor: Publisher—The Council for Exceptional Children, 2900 Crystal Drive, Suite 1000, Arlington, Virginia 22202-3557; Editor—Dr. Stanley H. Zucker, Special Education Program, Farmer 404, Arizona State University, PO Box 871811, Tempe, AZ 85287- 1811. 10. Owner: The Council for Exceptional Children, <strong>Division</strong> on Autism and Developmental Disabilities, 2900 Crystal Drive, Suite 1000, Arlington, Virginia 22202-3557, no stockholders. [11. Not applicable.] 12. For completion by nonprofit organizations authorized to mail at special rates: The purpose, function, and nonprofit status of this organization and the exempt status for Federal Income Tax purposes have not changed during the preceding 12 months. 13. Publication name: EDUCATION AND TRAINING IN AUTISM AND DEVELOPMENTAL DISABILITIES. 14. Issue date for circulation data below: September 2011. 15. Extent and nature of circulation: Average no. copies ea. issue for past 12 mos. No. of copies of issue nearest filing date A. Total no. copies printed B. Paid circulation 4,909 5,1405 1. Sales through dealers and carriers, street vendors, and counter sales 125 130 2. Mail subscription 4,568 4,864 C. Total paid circulation 4,693 4,994 D. Free distribution by mail; samples, complimentary, and other free copies 75 60 E. Free distribution outside the mail; carriers or other means 0 0 F. Total free distribution 75 60 G. Total distribution H. Copies not distributed 4,768 5,054 1. Office use, left-over, unaccounted, spoiled after printing 141 86 2. Returns from news agents 0 0 I. Total 4,909 5,140 J. Percent paid and/or requested circulation 98.42% 98.81% 16. This statement of ownership will be printed in the Vol. <strong>46</strong> No. 4 DEC 11 issue of this publication. 17. Signature and title: Bruce A. Ramirez Executive Director September 30, 2011
Look! I'm in College! DVD Look, I’m in College! Is a half-hour documentary that follows four students through an extraordinary time in their lives. Terence, Benny, Rayquan, and Donald are New York City public school students from high-need communities. They all have autism and intellectual disabilities, and they are the charter class in a college-based inclusion program. Through collaborative efforts of the New York City District 75 and Pace University, these four young men from challenging socio-economic backgrounds met with success as they participated in a college community among their age-appropriate peers. By the <strong>Division</strong> on Autism and Developmental Disabilities (DADD). 2008. 31 minutes. Member Price: $ 34.95 Non-Member Price: $ 39.95 http://www.cec.sped.org/ScriptContent/orders/ProductDetail.cfm?pc=D5890
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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
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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 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: Review of video prompting studies w
Page 175 and 176: 13th International Conference on Au
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