etadd_47(3) - Division on Autism and Developmental Disabilities

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Figure 2. Jake multiple baseline graph. Dotted line throughout graphs indicates a change in condition, from baseline to video modeling intervention. 326 / Education and Training in Autism and Developmental Disabilities-September 2012
Figure 3. Norman multiple baseline graph. Dotted line throughout graphs indicates a change in condition, from baseline to video modeling intervention. iPhone Usage and Students with MOID / 327
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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
Page 25 and 26: TABLE 6 Pairwise Comparisons on Pos
Page 27 and 28: Word Identification or Word Attack
Page 29 and 30: erate to severe disabilities. Excep
Page 31 and 32: ess in a variety of subjects includ
Page 33 and 34: TABLE 1 Target Vocabulary Words by
Page 35 and 36: Figure 1. Example of PowerPoint Sli
Page 37 and 38: TABLE 3 Mean Percentage of Correct
Page 39 and 40: Figure 4. Jake’s percentages corr
Page 41 and 42: man-Martin et al. (2005) by demonst
Page 43 and 44: Education and Training in Autism an
Page 45 and 46: used in the study that did not foll
Page 47 and 48: lected. Stories were read in a quie
Page 49 and 50: y determining the number of interva
Page 51 and 52: with the removal of the interventio
Page 53 and 54: Accordingly, recent research has in
Page 55 and 56: Method Participants Four male child
Page 57 and 58: TABLE 2 Play Scale - Developmental
Page 59 and 60: elated utterances, which were used
Page 61 and 62: Figure 1. Ian’s Progress in Play
Page 63 and 64: Figure 3. Ryan’s Progress in Play
Page 65 and 66: Figure 5. Social Validity: Average
Page 67 and 68: (2000). A comparison of video model
Page 71 and 72: Method Participants Four high schoo
Page 73 and 74: TABLE 1 Task Analyses for all Tasks
Page 75: Figure 1. Holly multiple baseline g
Page 79 and 80: ing at photographs. Jake only requi
Page 81 and 82: 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 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
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ping, dining out, voting) and diffe
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TABLE 2 Content Standards, Alternat
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Student Achievement Figures 3-6 pro
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Figure 4. Student data across math
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Figure 6. Student data across math
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A second limitation of the current
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y students with intellectual disabi
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TABLE 1 Studies of Mathematics Inte
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subject design to provide an interv
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Neef and colleagues (2003) demonstr
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abilities. Education and Training i
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