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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). 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 44 NUMBER 3 SEPTEMBER 2009 Best Practices <strong>in</strong> Cognitive <strong>Disabilities</strong>/Mental Retardation, Autism, <strong>and</strong> Related <strong>Disabilities</strong> 291 STANLEY H. ZUCKER, CINDY PERRAS, DARLENE E. PERNER, <strong>and</strong> J. DAVID SMITH Multiculturalism, Religion, <strong>and</strong> Disability: Implications for Special <strong>Education</strong> Practitioners 295 A. BROOKE BLANKS <strong>and</strong> J. DAVID SMITH Juvenile Literature <strong>and</strong> the Portrayal of <strong>Developmental</strong> <strong>Disabilities</strong> 304 TINA TAYLOR DYCHES, MARY ANNE PRATER, <strong>and</strong> MELISSA LEININGER Evidence-Based Social Skills Interventions for Children with Autism: A Meta-analysis 318 PEISHI WANG <strong>and</strong> ANNE SPILLANE Learn by Do<strong>in</strong>g: A Collaborative Model for <strong>Tra<strong>in</strong><strong>in</strong>g</strong> Teacher-C<strong>and</strong>idate Students <strong>in</strong> Autism 343 MICHAEL B. RUEF, NICOLETTE NEFDT, DANIEL OPENDEN, SHARON ELMENSDORP, KATHLEEN C. HARRIS, <strong>and</strong> SUZANNE ROBINSON Research-Based Techniques for Teach<strong>in</strong>g Early Read<strong>in</strong>g Skills to Students with Intellectual <strong>Disabilities</strong> 356 JILL H. ALLOR, PATRICIA G. MATHES, TAMMI CHAMPLIN, <strong>and</strong> JENNIFER P. CHEATHAM Pentop Computers as Tools for Teach<strong>in</strong>g Multiplication to Students with Mild Intellectual <strong>Disabilities</strong> 367 EMILY C. BOUCK, LAURA BASSETTE, TERESA TABER-DOUGHTY, SARA M. FLANAGAN, <strong>and</strong> KATHRYN SZWED Effectiveness of Parent <strong>and</strong> Therapist Collaboration Program (PTCP) for Teach<strong>in</strong>g Self-Care <strong>and</strong> Domestic Skills to Individuals with Autism 381 ATILLA CAVKAYTAR <strong>and</strong> ELENA POLLARD Effects of Instructional Rubrics on Class Engagement Behaviors <strong>and</strong> the Achievement of Lesson Objectives by Students with Mild Mental Retardation <strong>and</strong> Their Typical Peers 396 EUNJUNG LEE <strong>and</strong> SOHYUN LEE Increas<strong>in</strong>g Comprehension of Students with Significant Intellectual <strong>Disabilities</strong> <strong>and</strong> Visual Impairments dur<strong>in</strong>g Shared Stories 409 PAMELA J. MIMS, DIANE M. BROWDER, JOSHUA N. BAKER, ANGEL LEE, <strong>and</strong> FRED SPOONER Evaluat<strong>in</strong>g the Acceptability <strong>and</strong> Effectiveness of Family Assessment Portfolios 421 HEDDA MEADAN, JAMES R. THOMPSON, MAYUMI HAGIWARA, JULIE HEROLD, SARAH HOEKSTRA, <strong>and</strong> SAMANTHA MANSER Manuscripts Accepted for Future Publication <strong>in</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> 290 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.
Page 1 and 2: Education
Page 3: Education
Page 7 and 8: Best Practices in
Page 9 and 10: plication facts to middle school st
Page 11 and 12: Multiculturalism, Religion, <strong
Page 13 and 14: disability that are conveyed throug
Page 15 and 16: the rest of society until acted upo
Page 17 and 18: abilities as an opportunity for spi
Page 19 and 20: ability and qualit
Page 21 and 22: TABLE 1 Dolly Gray Children’s Lit
Page 23 and 24: who did not clearly have a developm
Page 25 and 26: TABLE 3 Juvenile Literature with Ma
Page 27 and 28: TABLE 5 Characterizations i
Page 29 and 30: drome in The Duche
Page 31 and 32: Special Olympics). Most of the recr
Page 33 and 34: “add depth and m
Page 35 and 36: Gresham, Kern, Barreras, Thornton,
Page 37 and 38: number of cases of sin</str
Page 39 and 40: TABLE 1 Continued
Page 53 and 54: Target Behaviors A number of social
Page 55 and 56:
to promote social skills in
Page 57 and 58:
*Hine, J. F., & Wo
Page 59 and 60:
Learn by Doing: A
Page 61 and 62:
implemented is consistent across pe
Page 63 and 64:
concludes the program with an empha
Page 65 and 66:
TABLE 2 Scholar Pretest Directions:
Page 67 and 68:
dren with autism. If, through these
Page 69 and 70:
classroom. This program not only ga
Page 71 and 72:
tism and Other <st
Page 73 and 74:
Typically students with low IQs, <s
Page 75 and 76:
applied the vocabulary word to a gi
Page 77 and 78:
Jacob, Carl, and R
Page 79 and 80:
ting them apart. J
Page 81 and 82:
cannot provide this type of <strong
Page 83 and 84:
Pentop Computers as Tools for Teach
Page 85 and 86:
Okolo, & Courtad, 2007). Smart toys
Page 87 and 88:
computer for all multiplication pro
Page 89 and 90:
software immediately repeated the n
Page 91 and 92:
tool. Prior to the in</stro
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was first introduc
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ecause all of the students would be
Page 97 and 98:
Effectiveness of Parent and
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is well known that when parents lea
Page 101 and 102:
tion Program (PTCP) for teach<stron
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(reinforcers, prom
Page 105 and 106:
Figure 2. Percentage of correct res
Page 107 and 108:
Figure 4. Percentage of correct res
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is not progressing
Page 111 and 112:
care and domestic
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enced based on IEP goals, whereas r
Page 115 and 116:
TABLE 1 Definition
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to the criteria in
Page 119 and 120:
Figure 2. Percentage of occurrence
Page 121 and 122:
intervention was s
Page 123 and 124:
goal setting on ta
Page 125 and 126:
Increasing Compreh
Page 127 and 128:
plied systematic promptin</
Page 129 and 130:
TABLE 2 Book Adaptations Book Dirty
Page 131 and 132:
Intervention. Like baselin<
Page 133 and 134:
Figure 2. Number of correct respons
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mined is that this
Page 137 and 138:
Evaluating the Acc
Page 139 and 140:
TABLE 1 Characteristics of children
Page 141 and 142:
educators. These educators were enr
Page 143 and 144:
TABLE 3 Mean ratin
Page 145 and 146:
could help a teacher better underst
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