Review of Research-Based interventions for Students with Autism Spectrum Disorders in Content Area Instruction: Implications and Considerations for Classroom Practice
Vicky G. Spencer, Anna S. Evmenova, Richard T. Boon, Laura Hayes-Harris
págs. 331-353
Using Progressive Video Prompting to Teach Students with Moderate Intellectual Disability to Shoot a Basketball
Lo Ya-Yu, Bradley Burk, Adrienne L. Anderson
págs. 354-367
Continuous Video Modeling to Assist with Completion of Multi-Step Home Living Tasks by Young Adults with Moderate Intellectual Disability
Linda C. Mechling, Kevin M. Ayres, Kathryn J. Bryant, Ashley L. Foster
págs. 368-380
Comparing Simultaneous Prompting and Constant Time Delay to Teach Leisure Skills to Students with Moderate Intellectual Disability
Jannike Seward, John W. Schuster, Melinda Jones Ault, Belva C. Collins, Meada Hall
págs. 381-395
Using Simultaneous Prompting and Computer-Assisted Instruction to Teach Narrative Writing Skills to Students with Autism
Robert C. Pennington, Belva C. Collins, Donald M. Stenhoff, Kennedy Turner, Karen Gunselman
págs. 396-414
Effects of School Counselor Supervised Peer Tutoring in Inclusive Settings on Meeting IEP Outcomes of Students with Developmental Disabilities
Serhat Odluyurt, Elif Tekin-Iftar, Gulhan Ersoy
págs. 415-428
Effects of the Paraphrasing Strategy on Expository Reading Comprehension of Young Adults with Intellectual Disability
Youjia Hua, Suzanne Woods-Groves, Jeremy W. Ford, Kelly A. Nobles
págs. 429-439
Impact of the Self-Determined Learning Model of Instruction on Teacher Perceptions of Student Capacity and Opportunity for Self-Determination
Karrie A. Shogren, Anthony J. Plotner, Susan B. Palmer, Michael L. Wehmeyer, Youngshil Paek
págs. 440-448
Extending Transition to Address Guardianship Alternatives: An Issue Concerning Students who have Intellectual Disability
Dorothy Squatrito Millar
págs. 449-463
Self-determined Goal Selection and Planning by Students with Disabilities across Grade Bands and Disability Categories
Jane O'Regan Kleinert, Elizabeth Harrison, Karen Rose Mills, Brittney M. Dueppen, Michelle Trailor
págs. 464-477
Evidence-Base of a Functional Curriculum for Secondary Students with Mild Intellectual Disability: A Historical Perspective
Emily C. Bouck, Rajiv Satsangi
págs. 478-486
© 2001-2024 Fundación Dialnet · Todos los derechos reservados
Coordinado por: