etadd_46(4) - Division on Autism and Developmental Disabilities

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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: using public transportation. Device
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 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 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 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
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intervention sessions was 75.55% de
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help continue maximum skill profici
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Education and Training in Autism an
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
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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
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
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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
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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
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Assessments Preference assessment.
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Interobserver agreement. A second o
Page 139 and 140:
challenging behavior in the presess
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tion of the preferred item signaled
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ior: An analysis of the literature.
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moderate intellectual disabilities
Page 147 and 148:
Effects of the STAR intervention pr
Page 149 and 150:
Copeland, S. R. (2002). See citatio
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126. Ezell, D., & Klein, C. (2003).
Page 153 and 154:
computer-based instruction program.
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sight words to students with mental
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Mastropieri, M. A. (2009). See cita
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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 and 174:
Look! I'm in College! DVD Look, I
Page 175 and 176:
13th International Conference on Au
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