etadd_46(4) - Division on Autism and Developmental Disabilities

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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
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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
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Page 123 and 124: autism on the CARS. Regarding socia
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Page 135 and 136: Assessments Preference assessment.
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Page 145 and 146: moderate intellectual disabilities
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Page 149 and 150: Copeland, S. R. (2002). See citatio
Page 151 and 152: 126. Ezell, D., & Klein, C. (2003).
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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 #
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Page 169 and 170: Runes, Sandra. See Hausmann-Stabile
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Page 173: Look! I'm in College! DVD Look, I
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