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March 2008 Education and Training in Developmental Disabilities Vol. 43, No. 1, pp. 1–132
Education and Training in Developmental Disabilities The <strong>Journal</strong> of <strong>the</strong> <strong>Division</strong> on Developmental Disabilities, The Council for Exceptional Children Editor: Stanley H. Zucker Arizona State University 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 Robert Henderson Carolyn Hughes Larry K. Irvin James V. Kahn H. Earle Knowlton Barry W. Lavay Rena Lewis Kathleen J. Marshall Editorial Assistant: Hannah H. Hainline Arizona State University 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 Developmental Disabilities is sent to all members of <strong>the</strong> <strong>Division</strong> on 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 <strong>the</strong> <strong>Division</strong> on Developmental Disabilities, 1110 North Glebe Road, Arlington, VA 22201. Advertising rates are available upon request. Manuscripts should be typed, double spaced, and sent (five copies) to <strong>the</strong> Editor: Stanley H. Zucker, Special Education Program, Box 872011, Arizona State University, Tempe, AZ 85287-2011. Each manuscript should have a cover sheet that gives <strong>the</strong> names, affiliations, and complete addresses of all authors. Editing policies are based on <strong>the</strong> Publication Manual, <strong>the</strong> American Psychological Association, 2001 revision. Additional information is provided on <strong>the</strong> inside back cover. Any signed article is <strong>the</strong> personal expression of <strong>the</strong> author; likewise, any advertisement is <strong>the</strong> responsibility of <strong>the</strong> advertiser. Nei<strong>the</strong>r necessarily carries <strong>Division</strong> endorsement unless specifically set forth by adopted resolution. Education and Training in Developmental Disabilities is abstracted and indexed in Psychological Abstracts, PsycINFO, e-psyche, Abstracts for Social Workers, International <strong>Journal</strong> 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 <strong>the</strong> ERIC Clearinghouse on Handicapped and Gifted Children for publication in <strong>the</strong> monthly print index Current Index to <strong>Journal</strong>s in Education and <strong>the</strong> quarterly index, Exceptional Child Education Resources. Education and Training in Developmental Disabilities Vol. 43, No. 1, March 2008, Copyright 2008 by <strong>the</strong> <strong>Division</strong> on Developmental Disabilities, The Council for Exceptional Children. <strong>Division</strong> on Developmental Disabilities The Council for Exceptional Children Board of Directors Officers Past President Phil Parette President Polly Parrish President-Elect J. David Smith Vice President Emily Bouck Secretary Toni Merfeld Treasurer Amanda Boutot Members Leslie Broun Linda Laz Nikki Murdick Angie Stone-MacDonald (Student Governor) Dianne Zager Deborah Wichmanowski Executive Director Tom E. C. Smith Publications Chair Jack Hourcade Communications Chair Darlene Perner The purposes of this organization shall be to advance <strong>the</strong> education and welfare of persons with developmental disabilities, research in <strong>the</strong> education of persons with developmental disabilities, competency of educators in this field, public understanding of developmental disabilities, and legislation needed to help accomplish <strong>the</strong>se goals. The <strong>Division</strong> shall encourage and promote professional growth, research, and <strong>the</strong> dissemination and utilization of research findings. EDUCATION AND TRAINING IN DEVELOPMENTAL DISABILITIES (ISSN 1547-0350) (USPS 0168-5000) is published quarterly in March, June, September, and December, by The Council for Exceptional Children, <strong>Division</strong> on Developmental Disabilities, 1110 North Glebe Road, Arlington, Virginia 22201-5704. Members’ dues to The Council for Exceptional Children <strong>Division</strong> on Developmental Disabilities include $8.00 for subscription to EDUCATION AND TRAINING IN DEVELOPMENTAL DISABILITIES. Subscription to EDUCATION AND TRAINING IN DEVELOPMENTAL DISABILITIES is available without membership; Individual—U.S. $40.00 per year; Canada, PUAS, and all o<strong>the</strong>r countries $44.00; Institutions—U.S. $175.00 per year; Canada, PUAS, and all o<strong>the</strong>r countries $179.50; single copy price is $25.00. U.S. Periodicals postage is paid at Arlington, Virginia 22204 and additional mailing offices. POSTMASTERS: Send address changes to EDUCATION AND TRAINING IN DEVELOPMENTAL DISABILITIES, 1110 North Glebe Road, Arlington, Virginia 22201-5704.
Page 1: Education and Training in Developme
Page 5 and 6: Education and Training in Developme
Page 7 and 8: Guardianship: Its Role in t
Page 9 and 10: guardians who are knowledgeable abo
Page 11 and 12: in budgeting and spending; (b) a sp
Page 13 and 14: and effective are essential to self
Page 15 and 16: involved in the gu
Page 17 and 18: sonal rights removed through guardi
Page 19 and 20: who are not trustworthy, and when o
Page 21 and 22: Discussion and Recommendations Lake
Page 23 and 24: DC: OSERS. (ERIC Document Reproduct
Page 25 and 26: people who do not have disabilities
Page 27 and 28: TABLE 1 School Demographics Demogra
Page 29 and 30: TABLE 2 Methods for Including Stude
Page 31 and 32: participate in service learning pro
Page 33 and 34: who are “more experienced” in s
Page 35 and 36: cern that they wer
Page 37 and 38: service learning activity for stude
Page 39 and 40: supports school personnel need to h
Page 41 and 42: Using Pivotal Response Training wit
Page 43 and 44: the trained peers
Page 45 and 46: Group B between one and two times p
Page 47 and 48: ing play sessions with Group B, Col
Page 49 and 50: learned to interact with ot
Page 51 and 52: Affirmative sentences emphasize a v
Page 53 and 54:
identifying several important behav
Page 55 and 56:
Kenji. For Kenji, all observation s
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Figure 2. Percentage of 10-s interv
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gaging in complicated verbal commun
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Results The results of the<
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when the person wa
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Effectiveness of the</stron
Page 67 and 68:
is still encountering only one symb
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TABLE 1 Characteristic of Participa
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TABLE 2 Characteristics of
Page 73 and 74:
TABLE 3 Major Findings Study Commun
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TABLE 3—(Continued) Study Communi
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TABLE 3—(Continued) Study Communi
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nosed as having ASD. Therefore, PEC
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Preschool Teacher Perceptions of As
Page 83 and 84:
TABLE 1 Teacher Demographics 1 Teac
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TABLE 3 Assistive Technology Self-A
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Integration or supplemental perspec
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I don’t know if the</stro
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sessions, and the
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that would be difficult to develop
Page 95 and 96:
Riemer-Reiss, M. L., & Wacker, R. R
Page 97 and 98:
TABLE 1 Characteristics of Campers
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appropriate answers were provided.
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Figure 2. Effects of STAR intervent
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garding how to effectively interact
Page 105 and 106:
Shafer K. (1992). Peer-mediating in
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proach, features are built into <st
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independent transitions were totale
Page 111 and 112:
Figure 1. Number of independent tas
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type of skills (e.g., domestic, lei
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Peer-Implemented Time Delay Procedu
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show that peer tutors can reliably
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General Procedures The dependent va
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Skill training. The teacher and one
Page 123 and 124:
Figure 2. Percent of correct respon
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heterogeneous group of students is
Page 127 and 128:
States’ Eligibility Guidelines fo
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Method Procedure The first author d
Page 131 and 132:
TABLE 1—(Continued) IQ part score
Page 133 and 134:
eligibility to exhibit an IQ two or
Page 135:
ility guidelines for MR from state
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