Education and Training in Autism and Developmental Disabilities

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Look! I'm in College! DVD Look, I’m in College! Is a half-hour documentary that follows four students through an extraordinary time in their lives. Terence, Benny, Rayquan, and Donald are New York City public school students from high-need communities. They all have autism and intellectual disabilities, and they are the charter class in a college-based inclusion program. Through collaborative efforts of the New York City District 75 and Pace University, these four young men from challenging socio-economic backgrounds met with success as they participated in a college community among their age-appropriate peers. By the Division on Autism and Developmental Disabilities (DADD). 2008. 31 minutes. Member Price: $ 34.95 Non-Member Price: $ 39.95 http://www.cec.sped.org/ScriptContent/orders/ProductDetail.cfm?pc=D5890
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Education and Training in Autism an
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Manuscripts Accepted for Future Pub
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dents in classes that included stud
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TABLE 1 Summary Descriptors of Meli
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tions were conducted at their work
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her function more independently wit
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eluctant to engage in interactions.
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ehaviors were consistent with Phill
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disabilities. Second, it has promot
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youth with severe disabilities. Min
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parents of students with intellectu
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tributed to such PSE program compon
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TABLE 2 Mean Scores of the 7 PSE Pr
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that educators’ and parents’ po
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gan, 1997). Despite the challenges
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ing the total score of the Family A
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with the identified factors being r
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of a positive outlook has been docu
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TABLE 1 Demographic Characteristics
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ways in the same interviews where s
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In a number of comments, respondent
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practitioners assigned both issues
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eliability (r .92) and good inter-
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TABLE 2 EQCA Adaptive Behaviors: Me
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TABLE 5 ERDCP: Means, SDs, and t Te
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teen of these studies (90%) reveale
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practice may have had an influence
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ing to questions, (c) the learner f
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around a small instructional table
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TABLE 2 (Continued) 9. Guide studen
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TABLE 3 (Continued) Student Steps B
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TABLE 3 (Continued) Student Steps D
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esponding to errors by interrupting
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Figure 1. Teacher’s number of ste
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Figure 2. Number of inquiry skills
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TABLE 4 Results of Parent Survey It
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data was not simply an artifact of
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TABLE 1 Students’ Description Sub
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served a communicative function. In
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Descriptive Analysis The first rese
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eakdown whenever it is the case. He
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stood attribution when two consecut
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within easy reach. The instructiona
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Page 101 and 102: Figure 3. Percentages of correct re
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Page 107 and 108: components to be effective promptin
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Page 111 and 112: TABLE 1 Task Analysis for Cooking R
Page 113 and 114: pographic); and (c) no response, ch
Page 115 and 116: Figure 2. Percentage of steps perfo
Page 117 and 118: Figure 4. Percentage of steps perfo
Page 119 and 120: ture audio feature of the PDA, but
Page 121 and 122: M. (1992). The effects of self oper
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Page 125 and 126: TABLE 1 Stages of The Halliwick’s
Page 127 and 128: plete other steps (Tekin & Kɹrcaal
Page 129 and 130: Figure 1. Percentage of correct res
Page 131 and 132: Martin, J. (1981). The Halliwick Me
Page 133 and 134: systematic instruction to teach fou
Page 135 and 136: also extremely low with a standard
Page 137 and 138: Procedural reliability probes measu
Page 139 and 140: Discussion The purpose of this stud
Page 141 and 142: (1986). Stanford-Binet Intelligence
Page 143 and 144: focus on the important adults in th
Page 145 and 146: cording to the current environment
Page 147 and 148: that “she felt very inadequate in
Page 149: tive research. (2 nd Ed.). New Jers
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