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Education and Training in Developmental Disabilities Editorial Policy Education and Training in Developmental Disabilities focuses on <strong>the</strong> education and welfare of persons with developmental disabilities. ETDD invites research and expository manuscripts and critical review of <strong>the</strong> literature. Major emphasis is on identification and assessment, educational programming, characteristics, training of instructional personnel, habilitation, prevention, community understanding and provisions, and legislation. Each manuscript is evaluated anonymously by three reviewers. Criteria for acceptance include <strong>the</strong> following: relevance, reader interest, quality, applicability, contribution to <strong>the</strong> field, and economy and smoothness of expression. The review process requires two to four months. Viewpoints expressed are those of <strong>the</strong> authors and do not necessarily conform to positions of <strong>the</strong> editors or of <strong>the</strong> officers of <strong>the</strong> <strong>Division</strong>. Submission of Manuscripts 1. Manuscript submission is a representation that <strong>the</strong> manuscript is <strong>the</strong> author’s own work, has not been published, and is not currently under consideration for publication elsewhere. 2. Manuscripts must be prepared according to <strong>the</strong> recommendations in <strong>the</strong> Publication Manual of <strong>the</strong> American Psychological Association (Fifth Edition, 2001). Standard typewriter type, laser, or high density dot printing are acceptable. 3. Each manuscript must have a cover sheet giving <strong>the</strong> names and affiliations of all authors and <strong>the</strong> address of <strong>the</strong> principal author. 4. Graphs and figures should be originals or sharp, high quality photographic prints suitable, if necessary, for a 50% reduction in size. 5. Five copies of <strong>the</strong> manuscript along with a transmittal letter should be sent to <strong>the</strong> Editor: Stanley H. Zucker, Special Education Program, Box 872011, Arizona State University, Tempe, AZ 85287-2011. 6. Upon receipt, each manuscript will be screened by <strong>the</strong> editor. Appropriate manuscripts will <strong>the</strong>n be sent to consulting editors. Principal authors will receive notification of receipt of manuscript. 7. The Editor reserves <strong>the</strong> right to make minor editorial changes which do not materially affect <strong>the</strong> meaning of <strong>the</strong> text. 8. Manuscripts are <strong>the</strong> property of ETDD for a minimum period of six months. All articles accepted for publication are copyrighted in <strong>the</strong> name of <strong>the</strong> <strong>Division</strong> on Developmental Disabilities.
Education and Training in Developmental Disabilities VOLUME 43 NUMBER 1 MARCH 2008 Guardianship: Its Role in <strong>the</strong> Transition Process for Students with Developmental Disabilities 3 ERIN M. PAYNE-CHRISTIANSEN and PATRICIA L. SITLINGTON Inclusive High School Service Learning Programs: Methods for and Barriers to Including Students with Disabilities 20 STACY K. DYMOND, ADELLE RENZAGLIA, and EUL JUNG CHUN Using Pivotal Response Training with Peers in Special Education to Facilitate Play in Two Children with Autism 37 LAURA R. KUHN, AMY E. BODKIN, SANDRA D. DEVLIN and R. ANTHONY DOGGETT Effects of Perspective Sentences in Social Stories TM on Improving <strong>the</strong> Adaptive Behaviors of Students with Autism Spectrum Disorders and Related Disabilities 46 SHINGO OKADA, YOSHIHISA OHTAKE, and MASAFUMI YANAGIHARA Effectiveness of <strong>the</strong> Picture Exchange Communication System as a Functional Communication Intervention for Individuals with Autism Spectrum Disorders: A Practice-Based Research Syn<strong>the</strong>sis 61 KAI-CHIEN TIEN Preschool Teacher Perceptions of Assistive Technology and Professional Development Responses 77 JULIA B. STONER, HOWARD P. PARETTE, EMILY H. WATTS, BRIAN W. WOJCIK, and TINA FOGAL Effects of <strong>the</strong> STAR Intervention Program on Interactions between Campers with and without Disabilities during Inclusive Summer Day Camp Activities 92 CHRISTINA M. BOYD, JEFFREY L. FRAIMAN, KELLY A. HAWKINS, JENNIFER M. LABIN, MARY BETH SUTTER, and MEGHAN R. WAHL Use of a Handheld Prompting System to Transition Independently Through Vocational Tasks for Students with Moderate and Severe Intellectual Disabilities 102 DAVID F. CIHAK, KELBY KESSLER, and PAUL A. ALBERTO Peer-Implemented Time Delay Procedures on <strong>the</strong> Acquisition of Chained Tasks by Students with Moderate and Severe Disabilities 111 JANET READ GODSEY, JOHN W. SCHUSTER, AMY SHEARER LINGO, BELVA C. COLLINS, and HAROLD L. KLEINERT States’ Eligibility Guidelines for Mental Retardation: An Update and Consideration of Part Scores and Unreliability of IQs 123 RENEE BERGERON, RANDY G. FLOYD, and ELIZABETH I. SHANDS Manuscripts Accepted for Future Publication in Education and Training in Developmental Disabilities 2 The <strong>Division</strong> on Developmental Disabilities retains literary property rights on copyrighted articles. Up to 100 copies of <strong>the</strong> articles in this journal may be reproduced for nonprofit distribution without permission from <strong>the</strong> publisher. All o<strong>the</strong>r forms of reproduction require permission from <strong>the</strong> publisher.
Page 1 and 2: Education and Training in Developme
Page 3: 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
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
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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.
Page 101 and 102:
Figure 2. Effects of STAR intervent
Page 103 and 104:
garding how to effectively interact
Page 105 and 106:
Shafer K. (1992). Peer-mediating in
Page 107 and 108:
proach, features are built into <st
Page 109 and 110:
independent transitions were totale
Page 111 and 112:
Figure 1. Number of independent tas
Page 113 and 114:
type of skills (e.g., domestic, lei
Page 115 and 116:
Peer-Implemented Time Delay Procedu
Page 117 and 118:
show that peer tutors can reliably
Page 119 and 120:
General Procedures The dependent va
Page 121 and 122:
Skill training. The teacher and one
Page 123 and 124:
Figure 2. Percent of correct respon
Page 125 and 126:
heterogeneous group of students is
Page 127 and 128:
States’ Eligibility Guidelines fo
Page 129 and 130:
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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