Education and training in autism and developmental disabilities

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  Año 2013, Vol. 48, Número 4

  • Best practices for practitioners in autism, intellectual sisability, and developmental disabilities

    Stanley H. Zucker, Cindy Perras, Darlene E. Perner, Nikki Murdick

    págs. 439-442

    

  • Current Status of Evidence-Based Practice for Students with Intellectual Disability and Autism Spectrum Disorders

    Elisabeth A. West, Meaghan McCollow, Gardner Umbarger, James Kidwell, Debra L. Cote

    págs. 443-455

    

  • Autonomy and Accountability: Teacher Perspectives on Evidence-Based Practice and Decision-Making for Students with Intellectual and Developmental Disabilities

    Rosanne Greenway, Meaghan McCollow, Roxanne F. Hudson, Charles Peck, Carol A. Davis

    págs. 456-468

    

  • Educational placement for childrenwith autism spectrum disorders in public and non-public school settings. The impact of social skills and behavior problems

    Stacy Lauderdale-Littin, Erica Howell, Jan Blacher

    págs. 469-478

    

  • Building the early numeracy skills of students with moderate intellectual disability

    Bree Jimenez, Megan Kemmery

    págs. 479-490

    

  • Pursuing Quality Evidence: Applying Single-Subject Quality Indicators to Non-experimental Qualitative Educational Research

    Robert A. Stodden, Kathrin K. Yamamoto, Eric Folk, Eran Kong, Derek N. Otsuji

    págs. 491-503

    

  • Investigating the Impact of Technology on Pre-Service Teacher Knowledge of Autism Spectrum Disorder

    Juliet Hart, Cori M. More

    págs. 504-513

    

  • Mindful Portrayals: Using Fiction to Create Awareness, Understanding, and Support for People with Autism and Developmental Disabilities

    Beverly Brenna

    págs. 514-521

    

  • Factors Impacting Receipt of a Functional Curriculum: A Secondary Analysis of the NLTS2

    Emily C. Bouck

    págs. 522-530

    

  • Transition Services for Students with Mild Intellectual Disability in Saudi Arabia

    Ghaleb Alnahdi

    págs. 531-544