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Figure 1. Effects of STAR intervention program on percentage of interactions between campers with and without disabilities during camp Session 1. 96 / Education and Training in Developmental Disabilities-March 2008
Figure 2. Effects of STAR intervention program on percentage of interactions between campers with and without disabilities during camp Session 2. STAR Intervention Program / 97
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Education and Training in Developme
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Page 7 and 8:
Guardianship: Its Role in t
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guardians who are knowledgeable abo
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in budgeting and spending; (b) a sp
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and effective are essential to self
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involved in the gu
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sonal rights removed through guardi
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who are not trustworthy, and when o
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Discussion and Recommendations Lake
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DC: OSERS. (ERIC Document Reproduct
Page 25 and 26:
people who do not have disabilities
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TABLE 1 School Demographics Demogra
Page 29 and 30:
TABLE 2 Methods for Including Stude
Page 31 and 32:
participate in service learning pro
Page 33 and 34:
who are “more experienced” in s
Page 35 and 36:
cern that they wer
Page 37 and 38:
service learning activity for stude
Page 39 and 40:
supports school personnel need to h
Page 41 and 42:
Using Pivotal Response Training wit
Page 43 and 44:
the trained peers
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Group B between one and two times p
Page 47 and 48:
ing play sessions with Group B, Col
Page 49 and 50: learned to interact with ot
Page 51 and 52: Affirmative sentences emphasize a v
Page 53 and 54: identifying several important behav
Page 55 and 56: Kenji. For Kenji, all observation s
Page 57 and 58: Figure 2. Percentage of 10-s interv
Page 59 and 60: gaging in complicated verbal commun
Page 61 and 62: Results The results of the<
Page 63 and 64: when the person wa
Page 65 and 66: Effectiveness of the</stron
Page 67 and 68: is still encountering only one symb
Page 69 and 70: TABLE 1 Characteristic of Participa
Page 71 and 72: TABLE 2 Characteristics of
Page 73 and 74: TABLE 3 Major Findings Study Commun
Page 75 and 76: TABLE 3—(Continued) Study Communi
Page 77 and 78: TABLE 3—(Continued) Study Communi
Page 79 and 80: nosed as having ASD. Therefore, PEC
Page 81 and 82: Preschool Teacher Perceptions of As
Page 83 and 84: TABLE 1 Teacher Demographics 1 Teac
Page 85 and 86: TABLE 3 Assistive Technology Self-A
Page 87 and 88: Integration or supplemental perspec
Page 89 and 90: I don’t know if the</stro
Page 91 and 92: sessions, and the
Page 93 and 94: that would be difficult to develop
Page 95 and 96: Riemer-Reiss, M. L., & Wacker, R. R
Page 97 and 98: TABLE 1 Characteristics of Campers
Page 99: appropriate answers were provided.
Page 103 and 104: garding how to effectively interact
Page 105 and 106: Shafer K. (1992). Peer-mediating in
Page 107 and 108: proach, features are built into <st
Page 109 and 110: independent transitions were totale
Page 111 and 112: Figure 1. Number of independent tas
Page 113 and 114: type of skills (e.g., domestic, lei
Page 115 and 116: Peer-Implemented Time Delay Procedu
Page 117 and 118: show that peer tutors can reliably
Page 119 and 120: General Procedures The dependent va
Page 121 and 122: Skill training. The teacher and one
Page 123 and 124: Figure 2. Percent of correct respon
Page 125 and 126: heterogeneous group of students is
Page 127 and 128: States’ Eligibility Guidelines fo
Page 129 and 130: Method Procedure The first author d
Page 131 and 132: TABLE 1—(Continued) IQ part score
Page 133 and 134: eligibility to exhibit an IQ two or
Page 135: ility guidelines for MR from state
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