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time prompts were presented during baseline with Group A. The rest of <strong>the</strong> prompts were ignored by Wilson. During treatment, Wilson responded to prompts an average of 84.16% Figure 2. Total number of responses to prompts. 42 / Education and Training in Developmental Disabilities-March 2008 of <strong>the</strong> time prompts were presented. Colin responded to prompts 18.7% of <strong>the</strong> time <strong>the</strong>y were presented during baseline with Group A, and 73.8% of <strong>the</strong> time during treatment. Dur-
ing play sessions with Group B, Colin responded to 41.3% of <strong>the</strong> prompts during baseline and 70% during treatment. Figure 3. Total number of responses. Initiations of interactions exhibited by Wilson and Colin are presented in Table 2. Wilson exhibited only two total initiations across Pivotal Response Training in Special Education / 43
Page 1 and 2: 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: Group B between one and two times p
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
Page 57 and 58: Figure 2. Percentage of 10-s interv
Page 59 and 60: gaging in complicated verbal commun
Page 61 and 62: Results The results of the<
Page 63 and 64: when the person wa
Page 65 and 66: Effectiveness of the</stron
Page 67 and 68: is still encountering only one symb
Page 69 and 70: TABLE 1 Characteristic of Participa
Page 71 and 72: TABLE 2 Characteristics of
Page 73 and 74: TABLE 3 Major Findings Study Commun
Page 75 and 76: TABLE 3—(Continued) Study Communi
Page 77 and 78: TABLE 3—(Continued) Study Communi
Page 79 and 80: nosed as having ASD. Therefore, PEC
Page 81 and 82: Preschool Teacher Perceptions of As
Page 83 and 84: TABLE 1 Teacher Demographics 1 Teac
Page 85 and 86: TABLE 3 Assistive Technology Self-A
Page 87 and 88: Integration or supplemental perspec
Page 89 and 90: I don’t know if the</stro
Page 91 and 92: sessions, and the
Page 93 and 94: 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
Page 99 and 100:
appropriate answers were provided.
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Figure 2. Effects of STAR intervent
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garding how to effectively interact
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Shafer K. (1992). Peer-mediating in
Page 107 and 108:
proach, features are built into <st
Page 109 and 110:
independent transitions were totale
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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
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Figure 2. Percent of correct respon
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heterogeneous group of students is
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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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