etadd_47(3) - Division on Autism and Developmental Disabilities

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Figure 5. Student data across math units for Kiernan. 384 / Education and Training in Autism and Developmental Disabilities-September 2012
Figure 6. Student data across math units for Todd. Grade-Aligned Secondary Math / 385
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Education and Training in Autism an
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ities. Scholars have argued that do
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discussions were held with 12 addit
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TABLE 1 A Sample of Community Funds
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et al., 2007). At the school, stude
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students opportunities to work and
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Browder, D. M., & Cooper-Duffy, K.
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of words, and in the short term wer
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TABLE 3 Word Lists List No. Trainin
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TABLE 6 Pairwise Comparisons on Pos
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Word Identification or Word Attack
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erate to severe disabilities. Excep
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ess in a variety of subjects includ
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TABLE 1 Target Vocabulary Words by
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Figure 1. Example of PowerPoint Sli
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TABLE 3 Mean Percentage of Correct
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Figure 4. Jake’s percentages corr
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man-Martin et al. (2005) by demonst
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used in the study that did not foll
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lected. Stories were read in a quie
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y determining the number of interva
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with the removal of the interventio
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Accordingly, recent research has in
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Method Participants Four male child
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TABLE 2 Play Scale - Developmental
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elated utterances, which were used
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Figure 1. Ian’s Progress in Play
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Figure 3. Ryan’s Progress in Play
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Figure 5. Social Validity: Average
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(2000). A comparison of video model
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Method Participants Four high schoo
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TABLE 1 Task Analyses for all Tasks
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Figure 1. Holly multiple baseline g
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Figure 3. Norman multiple baseline
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ing at photographs. Jake only requi
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tion, some aspects of the target be
Page 83 and 84: table video aids may lead to greate
Page 85 and 86: TABLE 2 Task Analyses Including Vid
Page 87 and 88: table.” During the session, the t
Page 89 and 90: Figure 2. Percent of steps with err
Page 91 and 92: ter the 15 th session. With table w
Page 93 and 94: our students, it may have been diff
Page 95 and 96: Education and Training in Autism an
Page 97 and 98: TABLE 2 Participants Demographic Da
Page 99 and 100: opening of the lesson, the teacher
Page 101 and 102: TABLE 4 Total Number of Items Answe
Page 103 and 104: Figure 2. Total number of procedura
Page 105 and 106: serve both cognitive (e.g., self in
Page 107 and 108: and quasi-experimental designs for
Page 111 and 112: & Cobb, 2002). Generalization, the
Page 113 and 114: academic activities in the classroo
Page 115 and 116: Procedure Baseline. In this multipl
Page 117 and 118: condition for each student. With th
Page 119 and 120: was repeated across all participant
Page 121 and 122: Boning, R. A. (1997). SRA Specific
Page 125 and 126: TABLE 1 Student demographic informa
Page 127 and 128: ping, dining out, voting) and diffe
Page 129 and 130: TABLE 2 Content Standards, Alternat
Page 131 and 132: Student Achievement Figures 3-6 pro
Page 133: Figure 4. Student data across math
Page 137 and 138: A second limitation of the current
Page 141 and 142: y students with intellectual disabi
Page 143 and 144: TABLE 1 Studies of Mathematics Inte
Page 145 and 146: subject design to provide an interv
Page 147 and 148: Neef and colleagues (2003) demonstr
Page 149 and 150: abilities. Education and Training i
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