etadd_46(4) - Division on Autism and Developmental Disabilities

More documents

Recommendations

Info

Education and Training in Autism and Developmental Disabilities Editorial Policy Education and Training in Autism and Developmental Disabilities focuses on the education and welfare of persons with autism and developmental disabilities. ETADD invites research and expository manuscripts and critical review of the literature. Major emphasis is on identification and assessment, educational programming, characteristics, training of instructional personnel, habilitation, prevention, community understanding and provisions, and legislation. Each manuscript is evaluated anonymously by three reviewers. Criteria for acceptance include the following: relevance, reader interest, quality, applicability, contribution to the field, and economy and smoothness of expression. The review process requires two to four months. Viewpoints expressed are those of the authors and do not necessarily conform to positions of the editors or of the officers of the <strong>Division</strong>. Submission of Manuscripts 1. Manuscript submission is a representation that the manuscript is the author’s own work, has not been published, and is not currently under consideration for publication elsewhere. 2. Manuscripts must be prepared according to the recommendations in the Publication Manual of the American Psychological Association (Sixth Edition, 2009). Laser or high density dot printing are acceptable. 3. Each manuscript must have a cover sheet giving the names and affiliations of all authors and the address of the principal author. 4. Graphs and figures should be originals or sharp, high quality photographic prints suitable, if necessary, for a 50% reduction in size. 5. Five copies of the manuscript along with a transmittal letter should be sent to the Editor: Stanley H. Zucker, Mary Lou Fulton Teachers College, Box 871811, Arizona State University, Tempe, AZ 85287-1811. 6. Upon receipt, each manuscript will be screened by the editor. Appropriate manuscripts will then be sent to consulting editors. Principal authors will receive notification of receipt of manuscript. 7. The Editor reserves the right to make minor editorial changes which do not materially affect the meaning of the text. 8. Manuscripts are the property of ETADD for a minimum period of six months. All articles accepted for publication are copyrighted in the name of the <strong>Division</strong> on Autism and Developmental Disabilities.
13th International Conference on Autism, Intellectual Disabilities, & Developmental Disabilities Research to Practice Council for Exceptional Children <strong>Division</strong> on Autism & Developmental Disabilities The Board of Directors for CEC‛s <strong>Division</strong> on Autism and Developmental Disabilities (DADD), is pleased to extend an invitation to join us in Miami Beach, Florida, January 18 - 20, 2012, for a stellar professional learning opportunity! DADD‛s 13 th International Conference on Autism, Intellectual Disabilities and Developmental Disabilities will integrate research and practice, reflecting the need for evidence-based strategies within this diverse field. The program features more than 100 lecture and poster presentations; conference delegates may also attend an in-depth pre-conference training institute on Autism Spectrum Disorders: Practical Solutions to Everyday Challenges, ledbyDr.BrendaSmithMyles. Featured speakers include Robert Pio Hajjar (Self-Advocate), Dr. Robert Stodden, Dr. Tom E.C. Smith, Dr. Michael Wehmeyer, Dr. Amanda Boutot, Taylor Crowe (Self-Advocate) and Dr. David Crowe. Our Conference will be held at the historic Deauville Beach Resort, one of the Grande-Dame hotels in Miami Beach. For further information, please contact: Cindy Perras Conference Co-ordinator CEC-DADD cindy.perras@cogeco.ca www.daddcec.org
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:
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 and 172: Review of video prompting studies w
Page 173: Look! I'm in College! DVD Look, I
show all

etadd_46(4) - Division on Autism and Developmental Disabilities

Create successful ePaper yourself

Delete template?

Save as template?