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<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> Editorial Policy <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> focuses on the education <strong>and</strong> welfare of persons with developmental disabilities. ETDD <strong>in</strong>vites research <strong>and</strong> expository manuscripts <strong>and</strong> critical review of the literature. Major emphasis is on identification <strong>and</strong> assessment, educational programm<strong>in</strong>g, characteristics, tra<strong>in</strong><strong>in</strong>g of <strong>in</strong>structional personnel, habilitation, prevention, community underst<strong>and</strong><strong>in</strong>g <strong>and</strong> provisions, <strong>and</strong> legislation. Each manuscript is evaluated anonymously by three reviewers. Criteria for acceptance <strong>in</strong>clude the follow<strong>in</strong>g: relevance, reader <strong>in</strong>terest, quality, applicability, contribution to the field, <strong>and</strong> economy <strong>and</strong> smoothness of expression. The review process requires two to four months. Viewpo<strong>in</strong>ts expressed are those of the authors <strong>and</strong> do not necessarily conform to positions of the editors or of the officers of the <strong>Division</strong>. Submission of Manuscripts 1. Manuscript submission is a representation that the manuscript is the author’s own work, has not been published, <strong>and</strong> is not currently under consideration for publication elsewhere. 2. Manuscripts must be prepared accord<strong>in</strong>g to the recommendations <strong>in</strong> the Publication Manual of the American Psychological Association (Fifth Edition, 2001). St<strong>and</strong>ard typewriter type, laser, or high density dot pr<strong>in</strong>t<strong>in</strong>g are acceptable. 3. Each manuscript must have a cover sheet giv<strong>in</strong>g the names <strong>and</strong> affiliations of all authors <strong>and</strong> the address of the pr<strong>in</strong>cipal author. 4. Graphs <strong>and</strong> figures should be orig<strong>in</strong>als or sharp, high quality photographic pr<strong>in</strong>ts suitable, if necessary, for a 50% reduction <strong>in</strong> size. 5. Five copies of the manuscript along with a transmittal letter should be sent to the Editor: Stanley H. Zucker, Special <strong>Education</strong> Program, Box 872011, Arizona State University, Tempe, AZ 85287-2011. 6. Upon receipt, each manuscript will be screened by the editor. Appropriate manuscripts will then be sent to consult<strong>in</strong>g editors. Pr<strong>in</strong>cipal authors will receive notification of receipt of manuscript. 7. The Editor reserves the right to make m<strong>in</strong>or editorial changes which do not materially affect the mean<strong>in</strong>g of the text. 8. Manuscripts are the property of ETDD for a m<strong>in</strong>imum period of six months. All articles accepted for publication are copyrighted <strong>in</strong> the name of the <strong>Division</strong> on <strong>Developmental</strong> <strong>Disabilities</strong>.
<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> VOLUME 40 NUMBER 1 MARCH 2005 Us<strong>in</strong>g Self-Monitor<strong>in</strong>g to Increase Follow<strong>in</strong>g-Direction Skills of Students with Moderate to Severe <strong>Disabilities</strong> <strong>in</strong> General <strong>Education</strong> 3 MARTIN AGRAN THOMAS SINCLAIR SANDRA ALPER MICHAEL CAVIN MICHAEL WEHMEYER CAROLYN HUGHES Social Integration of Students with Autism <strong>in</strong> Inclusive Sett<strong>in</strong>gs 14 E. AMANDA BOUTOT DIANE P. BRYANT Self-Monitor<strong>in</strong>g: Are Young Adults with MR <strong>and</strong> Autism Able to Utilize Cognitive Strategies Independently? 24 JENNIFER B. GANZ JEFF SIGAFOOS Us<strong>in</strong>g Video Prompt<strong>in</strong>g to Teach Cook<strong>in</strong>g Skills to Secondary Students with Moderate <strong>Disabilities</strong> 34 TARA B. GRAVES BELVA C. COLLINS JOHN W. SCHUSTER HAROLD KLEINERT Computer-Based Video Instruction to Teach Students with Intellectual <strong>Disabilities</strong> to Verbally Respond to Questions <strong>and</strong> Make Purchases <strong>in</strong> Fast Food Restaurants 47 LINDA C. MECHLING LESLIE S. PRIDGEN BETH A. CRONIN Us<strong>in</strong>g a Personal Digital Assistant to Enhance the Independence of an Adolescent with Asperger Syndrome 60 HEATHER FERGUSON BRENDA SMITH MYLES TAKU HAGIWARA Us<strong>in</strong>g Simultaneous Prompt<strong>in</strong>g for Teach<strong>in</strong>g Various Discrete Tasks to Students with Mental Retardation 68 BUNYAMIN BIRKAN The <strong>Division</strong> on <strong>Developmental</strong> <strong>Disabilities</strong> reta<strong>in</strong>s literary property rights on copyrighted articles. Up to 100 copies of the articles <strong>in</strong> this journal may be reproduced for nonprofit distribution without permission from the publisher. All other forms of reproduction require permission from the publisher.
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Figure 2. Number of correct respons
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TABLE 1 Instructional Data for Each
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TABLE 1 Participant Demographic Cha
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Figure 2. Graphic display of Nate
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TABLE 2 Individual and</str
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