etadd_46(4) - Division on Autism and Developmental Disabilities

Individuals with Disabilities Education Improvement
Act of 2003, 31 U.S.C. (2004).
Kaye, H. S. (1997, July). Disability statistics abstract:
Education of children with disabilities, Number 19. San
Francisco, CA: Disability Statistics Rehabilitation
Research and Training Center, University of California,
San Francisco.
Kennedy, C. H. (2005). Single-case designs for educational
research. Boston: Pearson/Allyn and Bacon.
Kennedy, C. H., Itkonen, T. L., & Lindquist, K.
(1994). Modality effects during equivalence class
formations: An extension of sight word reading
and concept development. Journal of Applied Behavior
Analysis, 27, 673–684.
Kirk, S. A. (1972). Educating exceptional children. Boston:
Houghton Mifflin.
Krantz, P. J., MacDuff, G. S., Wadstrom, O., & Mc-
Clannahan, L. E. (1991). Using video with developmentally
disabled learners. In P. W. Dowrick
(Ed.), A practical guide to using video in the behavioral
sciences. New York: John Wiley & Sons.
Lancioni, G. E., Dijkstra, A. W., O’Reilly, M. F.,
Groeneweg, J., & Van den Hof, E. (2000). Frequent
versus nonfrequent verbal prompts delivered
unobtrusively: Their impact on the task performance
of adults with intellectual disability.
Education and Training in Mental Retardation and
Developmental Disabilities, 35, 428–433.
Lancioni, G. E., Van den Hof, E., Boelens, H.,
Rocha, N., & Seedhouse, P. (1998). A computerbased
system providing pictorial instructions and
prompts to promote task performance in persons
with severe developmental disabilities. Behavioral
Interventions, 13, 111–122.
Lancioni, G. E., Van den Hof, E., Furniss, F.,
O’Reilly, M. F., & Cunha, B. (1999). Evaluation of
a computer-aided system providing pictorial task
instructions and prompts to people with severe
intellectual disability. Journal of Intellectual Disability,
43, 61–66.
Lin, A., Podell, D. M., & Rein, N. (1991). The effects
of CAI on word recognition in mildly mentally
handicapped and nonhandicapped learners. Journal
of Special Education Technology, 11(1), 16–25.
Luckasson, R., Borthwick-Duffy, S., Buntinx, W.,
Buntinx, H. E., Coulter, D. L., Craig, E. M., et al.
(2002). Definitions, classifications, and support systems
(10 th ed.). Washington, DC: American Association
on Mental Retardation.
Lynch, E. C., & Beare, P. L. (1990). The quality of
IEP objectives and their relevance to instruction
for students with mental retardation and behavioral
disorders. Remedial and Special Education, 11,
48–55.
Margalit, M. (1995). Effects of social skills training
for students with an intellectual disability. International
Journal of Disability, Development and Education,
42, 75–85.
Mechling, L. (2003). Effects of multimedia, computer-based
instruction on grocery shopping fluency.
Journal of Special Education Technology, 19, 23–34.
Mechling, L. (2005). The effect of instructor-created
video programs to teach students with disabilities:
A literature review. Journal of Special Education
Technology, 20, 25–36.
Mechling, L. C., Gast, D. L., & Barthold, S. (2003).
Multimedia computer-based instruction to teach
students with moderate intellectual disabilities to
use a debit card to make purchases. Exceptionality,
11, 239–254.
Mechling, L. C., Gast, D. L., & Langone, J. (2002).
Computer-based video instruction to teach persons
with moderate intellectual disabilities to
read grocery aisle signs and locate items. Journal of
Special Education, 35, 224–240.
Newman, L. (2005). Family involvement in the educational
development of youth with disabilities. Menlo
Park, CA. SRI International.
Newman, L., Wagner, M., Cameto, R., & Knokey,
A. M. (2009). The post-high school outcomes of youth
with disabilities up to 4 years after high school. A report
of findings from the National Longitudinal Transition
Study-2 (NLTS2) (NCSER 2009–3017). Menlo Park,
CA: SRI International.
Nietupski, J., Hamre-Nietupski, S., Curtin, S., &
Shrikanth, K. (1997). A review of curricular research
in severe disabilities from 1976 to 1995 in
six selected journals. Journal of Special Education,
31, 36–55.
Nikopoulos, C. K., & Keenan, M. (2004). Effects of
video modeling on social initiations by children
with autism. Journal of Applied Behavior Analysis, 37,
93–96.
No Child Left Behind Act of 2001, Pub. L. No.
107–110, 115 Stat. 1425 (2002).
Patton, J. R., Polloway, E. A., & Smith, T. E. C.
(2000). Educating students with mild mental retardation.
Focus on Autism and Other Developmental
Disabilities, 15, 80–89.
Patton, J. R., Cronin, M. E., & Jairrels, V. (1997).
Curricular implications of transition: Lifeskills as
an integral part of transition education. Remedial
and Special Education, 18, 294–306.
Polloway, E. A. (2004). A eulogy for MMI. DDD
Express, 14, pp. 1, 8.
Polloway, E. A. (2005). Mild retardation: The status
of a category of exceptionality. In J. J. Hoover, &
R. Hills (Eds.), 21 st century issues in special education:
Meeting diverse needs (pp. 35–<strong>46</strong>). Boulder:
University of Colorado, BUENO Center.
Polloway, E. A. (2006). Mild mental retardation: A
concept in search of clarity, a population in
search of appropriate education and supports, a
profession in search of advocacy. Exceptionality,
14, 183–190.
Polloway, E. A., Patton, J. R., Smith, T. E. C., & Buck,
512 / Education and Training in Autism and Developmental Disabilities-December 2011