etadd_47(3) - Division on Autism and Developmental Disabilities

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Schuchardt, K., Gebhardt, M., & Mäehler, C. (2010). Working memory functions in children with different degrees of intellectual disability. Journal of Intellectual Disability Research, 54, 346– 353. Shepard, L. A. (2010). What the marketplace has brought us: Item-by-item teaching with little instructional insight. Peabody Journal of Education, 85, 246–257. Teuscher, D., Dingman, S., Nevels, N., & Reys, B. (2008). Curriculum standards, course requirements, and mandated assessments for high school mathematics. National Council of Supervisors of Mathematics Journal of Mathematics Education Leadership, 10(2), 49–54. Turnbull, R., Huerta, N., & Stowe, M. (2006). The Individuals with Disabilities Education Act as Amended in 2004. Upper Saddle River, NJ: Prentice Hall. United States Department of Education. (2004). Individuals with Disabilities Education Improvement Act of 2004. Retrieved from http://idea.ed. gov/explore/view/p/%2Croot%2Cdynamic%2CT opicalBrief%2C3%2C van Garderen, D. (2006). Spatial visualization, visual imagery, and mathematical problem solving of students with varying abilities. Journal of Learning Disabilities, 39, 496–506. van Garderen, D. (2007). Teaching students with LD to use diagrams to solve mathematical word problems. Journal of Learning Disabilities, 40, 540– 553. Vergnaud, G. (1983). Multiplicative structures. In R. Lesh & M. Landau (Eds.), Acquisition of mathematics concepts and processes (pp. 127–174). New York: Academic Press. Woodward, J. (2004). Mathematics education in the United States: Past and present. Journal of Learning Disabilities, 37, 16–31. Woodward, J., & Howard, L. (1994). The misconceptions of youth: Errors and their mathematical meaning. Exceptional Children, 61, 126–136. Woodward, J., & Montague, M. (2002). Meeting the challenge of mathematics reform for students with LD. The Journal of Special Education, 36, 89– 101. Xin, Y. P., Jitendra, A. K., & Deatline-Buchman, A. (2005). Effects of mathematical word problemsolving instruction on middle school students with learning problems. The Journal of Special Education, 39, 181–192. Yell, M. L., & Drasgow, E. (2005). No Child Left Behind: A guide for professionals. Upper Saddle River, NJ: Prentice Hall. Ysseldyke, J., Nelson, R., Christenson, S., Johnson, D. R., Dennison, A., Triezenberg, H., . . . Hawes, M. (2004). What we know and need to know about the consequences of high-stakes testing for students with disabilities. Exceptional Children, 71, 75–95. Received: 20 September 2011 Initial Acceptance: 17 November 2011 Final Acceptance: 10 January 2012 400 / Education and Training in Autism and Developmental Disabilities-September 2012
Education and Training in Autism and Developmental Disabilities Editorial Policy Education and Training in Autism and Developmental Disabilities focuses on the education and welfare of persons with autism and developmental disabilities. ETADD invites research and expository manuscripts and critical review of the literature. Major emphasis is on identification and assessment, educational programming, characteristics, training of instructional personnel, habilitation, prevention, community understanding and provisions, and legislation. Each manuscript is evaluated anonymously by three reviewers. Criteria for acceptance include the following: relevance, reader interest, quality, applicability, contribution to the field, and economy and smoothness of expression. The review process requires two to four months. Viewpoints expressed are those of the authors and 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, and is not currently under consideration for publication elsewhere. 2. Manuscripts must be prepared according to the recommendations in the Publication Manual of the American Psychological Association (Sixth Edition, 2009). 3. Each manuscript must have a cover sheet giving the names and affiliations of all authors and the address of the principal author. 4. Graphs and figures should be originals or sharp, high quality photographic prints suitable, if necessary, for a 50% reduction in size. 5. Five copies of the manuscript along with a transmittal letter should be sent to the Editor: Stanley H. Zucker, Mary Lou Fulton Teachers College, Box 871811, Arizona State University, Tempe, AZ 85287-1811. 6. Upon receipt, each manuscript will be screened by the editor. Appropriate manuscripts will then be sent to consulting editors. Principal authors will receive notification of receipt of manuscript. 7. The Editor reserves the right to make minor editorial changes which do not materially affect the meaning of the text. 8. Manuscripts are the property of ETADD for a minimum period of six months. All articles accepted for publication are copyrighted in the name of the <strong>Division</strong> on Autism and Developmental Disabilities. 9. Please describe subjects (or any other references to persons with disabilities) with a people first orientation. Also, use the term intellectual disability (singular) to replace any previous term used to describe the population of students with significant limitations in intellectual functioning and adaptive behavior as manifested in the developmental period.
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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
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table video aids may lead to greate
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TABLE 2 Task Analyses Including Vid
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table.” During the session, the t
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Figure 2. Percent of steps with err
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ter the 15 th session. With table w
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our students, it may have been diff
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TABLE 2 Participants Demographic Da
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Page 101 and 102: TABLE 4 Total Number of Items Answe
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Page 105 and 106: serve both cognitive (e.g., self in
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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
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Page 129 and 130: TABLE 2 Content Standards, Alternat
Page 131 and 132: Student Achievement Figures 3-6 pro
Page 133 and 134: Figure 4. Student data across math
Page 135 and 136: Figure 6. 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
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Page 149: abilities. Education and Training i
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