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Education and Training in Autism and Developmental Disabilities The Journal of the <strong>Division</strong> on Autism and Developmental Disabilities, The Council for Exceptional Children Editor: Stanley H. Zucker Arizona State University Mary Lou Fulton Teachers College Consulting Editors Martin Agran Reuben Altman Phillip J. Belfiore Sharon Borthwick-Duffy Michael P. Brady Fredda Brown Mary Lynne Calhoun Sharon F. Cramer Caroline Dunn Lise Fox David L. Gast Herbert Goldstein Juliet E. Hart Carolyn Hughes Larry K. Irvin James V. Kahn H. Earle Knowlton Barry W. Lavay Rena Lewis Kathleen J. Marshall Editorial Assistant: Silva Hassert Arizona State University Mary Lou Fulton Teachers College John McDonnell Gale M. Morrison Gabriel A. Nardi John Nietupski James R. Patton Edward A. Polloway Thomas G. Roberts Robert S. Rueda Diane L. Ryndak Edward J. Sabornie Laurence R. Sargent Gary M. Sasso Tom E. C. Smith Scott Sparks Fred Spooner Robert Stodden Keith Storey David L. Westling John J. Wheeler Mark Wolery Education and Training in Autism and Developmental Disabilities is sent to all members of the <strong>Division</strong> on Autism and Developmental Disabilities of The Council for Exceptional Children. All <strong>Division</strong> members must first be members of The Council for Exceptional Children. <strong>Division</strong> membership dues are $25.00 for regular members and $13.00 for full time students. Membership is on a yearly basis. All inquiries concerning membership, subscription, advertising, etc. should be sent to the <strong>Division</strong> on Autism and Developmental Disabilities, 2900 Crystal Drive, Suite 1000, Arlington, VA 22202-3557. Advertising rates are available upon request. Manuscripts should be typed, double spaced, and sent (five copies) to the Editor: Stanley H. Zucker, Mary Lou Fulton Teachers College, Box 871811, Arizona State University, Tempe, AZ 85287-1811. Each manuscript should have a cover sheet that gives the names, affiliations, and complete addresses of all authors. Editing policies are based on the Publication Manual, the American Psychological Association, 2009 revision. Additional information is provided on the inside back cover. Any signed article is the personal expression of the author; likewise, any advertisement is the responsibility of the advertiser. Neither necessarily carries <strong>Division</strong> endorsement unless specifically set forth by adopted resolution. Education and Training in Autism and Developmental Disabilities is abstracted and indexed in Psychological Abstracts, PsycINFO, e-psyche, Abstracts for Social Workers, International Journal of Rehabilitation Research, Current Contents/Social and Behavioral Sciences, Excerpta Medica, Social Sciences Citation Index, Adolescent Mental Health Abstracts, Educational Administration Abstracts, Educational Research Abstracts, and Language and Language Behavior Abstracts. Additionally, it is annotated and indexed by the ERIC Clearinghouse on Handicapped and Gifted Children for publication in the monthly print index Current Index to Journals in Education and the quarterly index, Exceptional Child Education Resources. Education and Training in Autism and Developmental Disabilities Vol. <strong>46</strong>, No. 3, September 2011, Copyright 2011 by the <strong>Division</strong> on Austim and Developmental Disabilities, The Council for Exceptional Children. <strong>Division</strong> on Autism and Developmental Disabilities The Council for Exceptional Children Board of Directors Officers Past President Emily Bouck President Teresa Taber-Doughty President-Elect Richard Gargiulo Vice President Nikki Murdick Secretary Toni Merfeld Treasurer Gardner Umbarger Members Debra Cote Mark Francis Robert Sandieson Jordan Shurr (Student Governor) Debora Wichmanowski Dianne Zager Executive Director Tom E. C. Smith Publications Chair Michael Wehmeyer Communications Chair Darlene Perner Conference Coordinator Cindy Perras The purposes of this organization shall be to advance the education and welfare of persons with autism and developmental disabilities, research in the education of persons with autism and developmental disabilities, competency of educators in this field, public understanding of autism and developmental disabilities, and legislation needed to help accomplish these goals. The <strong>Division</strong> shall encourage and promote professional growth, research, and the dissemination and utilization of research findings. EDUCATION AND TRAINING IN AUTISM AND DEVELOPMENTAL DISABILITIES (ISSN 2154-1647) (USPS 0168-5000) is published quarterly in March, June, September, and December, by The Council for Exceptional Children, <strong>Division</strong> on Autism and Developmental Disabilities, 2900 Crystal Drive, Suite 1000, Arlington, Virginia 22202-3557. Members’ dues to The Council for Exceptional Children <strong>Division</strong> on Developmental Disabilities include $8.00 for subscription to EDUCATION AND TRAINING IN AUTISM AND DEVELOPMENTAL DISABILITIES. Subscription to EDUCATION AND TRAINING IN AUTISM AND DEVELOPMEN- TAL DISABILITIES is available without membership; Individual—U.S. $60.00 per year; Canada, PUAS, and all other countries $44.00; Institutions—U.S. $195.00 per year; Canada, PUAS, and all other countries $199.50; single copy price is $30.00. U.S. Periodicals postage is paid at Arlington, Virginia 22204 and additional mailing offices. POSTMASTERS: Send address changes to EDUCATION AND TRAINING IN AUTISM AND DEVELOPMENTAL DISABILITIES, 2900 Crystal Drive, Suite 1000, Arlington, Virginia 22202-3557.
March 2012 Manuscripts Accepted for Future Publication in Education and Training in Autism and Developmental Disabilities Beyond time out and table time: Today's applied behavioral analysis for students with autism. E. Amanda Boutot and Kara Hume, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, 517 S. Greensboro, Carrboro, NC 27510. Experiences of preschoolers with severe disabilities in an inclusive early education setting: A qualitative study. Mary Frances Hanline and Silvia M. Correa-Torres, School of Teacher Education, Florida State University, Tallahassee, FL 32306. Effects of combined repeated reading and question generation intervention on young adults with cognitive disabilities. Youjia Hua, William J. Therrien, Jo M. Hendrickson, Suzanne Woods-Groves, Pamela S. Ries, and Julia W. Shaw, University of Iowa, College of Education, Department of Teaching and Learning, N256 Lindquist Center, Iowa City, IA 52242. How and why do parents choose early intensive behaivoral intervention for their young child with autism?. Pagona Tzanakaki, Corinna Grindle, Richard P. Hastings, J. Carl Hughes, Hanna Kovshoff, and Bob Remington, School of Psychology, Adeilad Brigantia, Penrallt Road, Bangor, Gwynedd LL57 2AS UK. Effects of differential reinforcement of short latencies on response latency, task completion, and accuracy of an adolescent with autism. Melanie M. Donohue, Laura Baylot Casey, David F. Bicard, and Sara E. Bicard, College of Education, The University of Memphis, 405 Ball Hall, Memphis, TN 38152. Seven reasons to promote standards-based instruction for students with severe disabilities: A reply to Ayres, Lowrey, Douglas, & Sievers (2011). Ginevra Courtade, Fred Spooner, Diane Browder, and Bree Jimenez, College of Education and Human Development, University of Louisville, Louisville, KY 40292. Assessment of the self-determination of Spanish students with intellectual disabilities and other educational needs. María Gómez Vela, Miguel Ángel Verdugo Alonso, Francisca Gil González, Marta Badia Corbella, and Michael L. Wehmeyer, University of Salamanca, Institute on Community Integration (INICO), Facultad de Psicología, Avda. de la Merced 109-131, 37005 - Salamanca, SPAIN. Self-advocacy skills as a predictor of student IEP participation among adolescents with autism spectrum disorders. Lucy Barnard-Brak and Danielle D. Fearon, Baylor University, One Bear Place #97301, Waco, Texas 76798. Teaching play skills to children with autism through video modeling: Small group arrangement and observational learning. Sema Batu, Arzu Ozen, and Sema Batu, Anadolu Universitesi, Engelliler Arastirma Enstitusu, Eskisehir, 26470 TURKEY. The Question Still Remains: What Happens When the Curricular Focus for Students with Severe Disabilities Shifts? A Reply to Courtade, Spooner, Browder, and Jimenez (2012). Kevin M. Ayres, K. Alisa Lowrey, Karen H. Douglas, and Courtney Sievers, Department of Special Education, The University of Georgia, 516 Aderhold Hall, Athens, GA 30602-7153. Address is supplied for author in boldface type.
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Page 11 and 12: Figure 1. MP3 Player (Model: SM-320
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Page 25 and 26: (14.3%), a unique curriculum (13.8%
Page 27 and 28: TABLE 1 Student Characteristics Stu
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Page 33 and 34: Figure 3. Percentage of independent
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Page 41 and 42: TABLE 1 Video Prompting Studies Con
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Page 45 and 46: Length of video clips. Researchers
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Education and Training in Autism an
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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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autism on the CARS. Regarding socia
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other effect size measures and with
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quests during baseline sessions. Du
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ulation was generally clear and he
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communication training as a treatme
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encing allergy symptoms (one partic
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Assessments Preference assessment.
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Interobserver agreement. A second o
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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
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Effects of the STAR intervention pr
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Copeland, S. R. (2002). See citatio
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126. Ezell, D., & Klein, C. (2003).
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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
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Rispoli, M. (2009). See citation #1
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Sparks, S. (2010). See citation #87
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Vlaskamp, C. (2008). See citation #
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INDEX—VOLUME 46,
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Runes, Sandra. See Hausmann-Stabile
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Review of video prompting studies w
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Look! I'm in College! DVD Look, I
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13th International Conference on Au
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