Education and Training in Developmental Disabilities - Division on ...

More documents

Recommendations

Info

Birch, L. L., & Marl<strong>in</strong>, D. W. (1982). I don’t like it; I never tried it: Effects of exposure on two-yearold children’s food preferences. Appetite, 3, 353– 360. Birnbrauer, J. S., Peterson, C. R., & Solnick, J. V. (1974). Design <strong>and</strong> <strong>in</strong>terpretation of studies of s<strong>in</strong>gle subjects. American Journal of Mental Deficiency, 79, 191–203. Christophersen, E. R., & Hall, C. L. (1978). Eat<strong>in</strong>g patterns <strong>and</strong> associated problems encountered <strong>in</strong> normal children. Issues <strong>in</strong> Contemporary Pediatric Nurs<strong>in</strong>g, 3, 1–16. Comrie, J. D., & Helm, J. M. (1997). Common feed<strong>in</strong>g problems <strong>in</strong> the <strong>in</strong>tensive care nursery: Maturation, organization, evaluation, <strong>and</strong> management strategies. Sem<strong>in</strong>ars <strong>in</strong> Speech <strong>and</strong> Language, 18, 239–260. Domaracki, L. S., & Sisson, L. A. (1990). Decreas<strong>in</strong>g drool<strong>in</strong>g with oral motor stimulation <strong>in</strong> children with multiple disabilities. The American Journal of Occupational Therapy, 44, 680–684. Gaebler, C. P., & Hanzlik, J. R. (1996). The effects of a prefeed<strong>in</strong>g stimulation program on preterm <strong>in</strong>fants. The American Journal of Occupational Therapy, 50, 184–192. Gast, D. L., Logan, K. R., Jacobs, H. A., Murray, A. S., Holloway, A., & Long, L. (2000). Pre-session assessment of preferences for students with profound multiple disabilities. <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> Mental Retardation <strong>and</strong> <strong>Developmental</strong> <strong>Disabilities</strong>, 35, 393–405. Gisel, E. G., Birnbaum, R., & Schwartz, S. (1997). Feed<strong>in</strong>g impairments <strong>in</strong> children: Diagnosis <strong>and</strong> effective <strong>in</strong>tervention. International Journal of Orofacial Myology, 24, 27–32. Guerra, M. G., & Vaughn, S. (1994). Normal oralmotor <strong>and</strong> swallow<strong>in</strong>g development: Birth to 36 months. Bizbee, AZ: Imag<strong>in</strong>art International. Hall, K. D. (2001). Pediatric dysphagia: Resource guide. San Diego: S<strong>in</strong>gular. Helfrich-Miller, K. R., Rector, K. L., & Straka, J. A. (1986). Dysphagia: Its treatment <strong>in</strong> the profoundly retarded patient with cerebral palsy. Archives of Physical Medic<strong>in</strong>e <strong>and</strong> Rehabilitation, 67, 520–525. Herson, M., & Barlow, D. (1976). S<strong>in</strong>gle case experimental design. NY: Pergamon Press. Holcombe, A., Wolery, M., & Gast, D. L. (1994). Comparative s<strong>in</strong>gle-subject research: Description of designs <strong>and</strong> discussion of problems. Topics <strong>in</strong> Early Childhood Special <strong>Education</strong>, 14, 119–145. Kahng, S. W., Tarbox, J., & Wilke, A. E. (2001). Use of a multicomponent treatment for food refusal. Journal of Applied Behavior Analysis, 34, 93–96. Kazd<strong>in</strong>, A. E. (1982). S<strong>in</strong>gle-case research designs: Meth- 96 / <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> <strong>Developmental</strong> <strong>Disabilities</strong>-March 2005 ods for cl<strong>in</strong>ical <strong>and</strong> applied sett<strong>in</strong>gs. New York: Oxford. Kerw<strong>in</strong>, M. L. (1999). Empirically supported treatments <strong>in</strong> pediatric psychology: Severe feed<strong>in</strong>g problems. Journal of Pediatric Psychology, 24, 193– 214. Kovar, A. J. (1997). Nutrition assessment <strong>and</strong> management <strong>in</strong> pediatric dyphagia. Sem<strong>in</strong>ars <strong>in</strong> Speech <strong>and</strong> Language, 18, 39–49. Larnert, G., & Ekberg, O. (1995). Position<strong>in</strong>g improves the oral <strong>and</strong> pharyngeal swallow<strong>in</strong>g function <strong>in</strong> children with cerebral palsy. Acta Paediatrica, 84, 689–692. Logemann, J. A. (2000). Therapy for children with swallow<strong>in</strong>g disorders <strong>in</strong> the educational sett<strong>in</strong>g. Language, Speech, <strong>and</strong> Hear<strong>in</strong>g Services <strong>in</strong> the Schools, 31, 50–55. Morris, S. E., & Kle<strong>in</strong>, M. D. (1987). Pre-feed<strong>in</strong>g skills: A comprehensive resource for feed<strong>in</strong>g development. Tucson, AZ: Therapy Skill Builders. Munk, D. D., & Repp, A. C. (1994). Behavioral assessment of feed<strong>in</strong>g problems of <strong>in</strong>dividuals with severe disabilities. Journal of Applied Behavior Analysis, 27, 241–250. O’Brien, S., Repp, A. C., Williams, G. E., & Christophersen, E. R. (1991). Pediatric feed<strong>in</strong>g disorders. Behavior Modification, 15, 394–418. Pelchat, M. L., & Pl<strong>in</strong>er, P. (1986). Antecedents <strong>and</strong> correlates of feed<strong>in</strong>g problems <strong>in</strong> young children. Journal of Nutrition <strong>Education</strong>, 18, 23–29. Rasnake, L. K., & L<strong>in</strong>scheid, T. R. (1987). A behavior approach to the treatment of pediatric feed<strong>in</strong>g problems. Journal of Pediatric <strong>and</strong> Per<strong>in</strong>atal Nutrition, 1, 75–82. Satter, E. (1990). The feed<strong>in</strong>g relationship: Problems <strong>and</strong> <strong>in</strong>terventions. The Journal of Pediatrics, 117, 181–189. Silliman, E. R. (2000). From the editor. Language, Speech, <strong>and</strong> Hear<strong>in</strong>g Services <strong>in</strong> Schools, 31, 3. Sisson, L. A., & Dixon, M. J. (1986). A behavioral approach to the tra<strong>in</strong><strong>in</strong>g <strong>and</strong> assessment of feed<strong>in</strong>g skills <strong>in</strong> multih<strong>and</strong>icapped children. Applied Research <strong>in</strong> Mental Retardation, 7, 149–163. Skuse, D., Stevenson, J., Reilly, S., & Mathisen, B. (1995). Schedule for oral-motor assessment (SOMA): Methods of validation. Dysphagia, 10, 192–202. Tawney, J. W., & Gast, D. L. (1984). S<strong>in</strong>gle subject research <strong>in</strong> special education. Columbus, OH: Merrill. Received: 14 October 2003 Initial Acceptance: 10 December 2003 F<strong>in</strong>al Acceptance: 15 April 2004
Search the entire archives of <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> <strong>Developmental</strong> <strong>Disabilities</strong> at http://www.dddcec.org/search.htm Visit the official Website of the <strong>Division</strong> on <strong>Developmental</strong> <strong>Disabilities</strong>: http://www.dddcec.org
Page 1 and 2:
Education
Page 3 and 4:
Education
Page 5 and 6:
Education
Page 7 and 8:
Using Self-Monitor
Page 9 and 10:
monitor their frequency of follow<s
Page 11 and 12:
instructional task
Page 13 and 14:
Figure 1. Percentage of correct res
Page 15 and 16:
Social Validity Informal feedback f
Page 17 and 18:
itoring procedure.
Page 19 and 20:
ple characteristics of communicatio
Page 21 and 22:
TABLE 1 Demographic Information, St
Page 23 and 24:
TABLE 2 Levels of Social Preference
Page 25 and 26:
esponses given by students
Page 27 and 28:
(1997). The effects of peer network
Page 29 and 30:
his or her monitorin</stron
Page 31 and 32:
the five minute pe
Page 33 and 34:
the token system (see Figures 1 <st
Page 35 and 36:
ing, number of tok
Page 37 and 38:
self-monitoring to
Page 39 and 40:
potatoes) in a mic
Page 41 and 42:
.”), and the tea
Page 43 and 44:
While hearing the
Page 45 and 46:
Figure 2. Graphic data for Alley. O
Page 47 and 48:
Joe met criterion of 100% correct r
Page 49 and 50: trials. Ninth, det
Page 51 and 52: Computer-Based Video Instruction to
Page 53 and 54: ing materials. He
Page 55 and 56: Generalization Probe Procedures Pri
Page 57 and 58: Figure 1. Hyperstudio “card” wi
Page 59 and 60: to emit the behaviors, multiplied b
Page 61 and 62: curred after the prompt. Dur<strong
Page 63 and 64: ulation train<stro
Page 65 and 66: enhance the indepe
Page 67 and 68: een a part of the expected rout<str
Page 69 and 70: Figure 4. Kent’s performance on c
Page 71 and 72: Mirenda, P., Wilk, D., & Carson, P.
Page 73 and 74: search indicates t
Page 75 and 76: sions were conducted week days afte
Page 77 and 78: Maintenance Probe
Page 79 and 80: Figure 2. Number of correct respons
Page 81 and 82: TABLE 1 Instructional Data for Each
Page 83 and 84: Fetko, K. S., Schuster, J. W., Harl
Page 85 and 86: lar challenge for school personnel
Page 87 and 88: TABLE 1 Participant Demographic Cha
Page 89 and 90: vidually identified feedin<
Page 91 and 92: (i.e., before the in</stron
Page 93 and 94: Figure 2. Graphic display of Nate
Page 95 and 96: TABLE 2 Individual and</str
Page 97 and 98: tion, this rate in
Page 99: A functional relationship was estab
show all

Education and Training in Developmental Disabilities - Division on ...

Create successful ePaper yourself

Delete template?

Save as template?