Education and training in autism and developmental disabilities

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  Año 2019, Vol. 54, Número 1

  • International Trends in Inclusive Education Intervention Research: a Literature Review

    Mayumi Hagiwara, Antonio Manuel Amor González, Karrie A. Shogren, James R. Thompson, Miguel Ángel Verdugo Alonso, Kathryn M. Burke, Hatice Uyanik, Virginia Aguayo Romero

    págs. 3-17

    

  • Implementing Evidence-Based Practices to Promote Self-Determination: Lessons Learned from a State-Wide Implementation of the Self-Determined Learning Model of Instruction

    Kathryn M. Burke, Karrie A. Shogren, Sheida Khamsi Raley, Michael L. Wehmeyer, Anthony A. Antosh, Terri Laplante

    págs. 18-29

    

  • Educational Programs for Students with Intellectual Disability: Demographic Patterns

    Edward A. Polloway, Emily C. Bouck, Lihua Yang

    págs. 30-40

    

  • Teaching Soft Skills to Students with Disabilities with UPGRADE Your Performance

    Kelly A. Clark, David W. Test, Moira Konrad

    págs. 41-56

    

  • Comparing Multiple Stimulus Preference Assessments without Replacement to in-the-Moment Reinforcer Analysis on Rate of Responding

    Aditt Alacalay, Julia L. Ferguson, Joseph H. Cihon, Norma Torres, Justin B. Leaf, Ronald Leaf, John McEachin, Kimberly A. Schulze, Eric Rudrud

    págs. 69-82

    

  • Parent Implementation of Structured Work Systems on Child Acquisition of Independence Skills through Family Preferred Routines

    Suzanne Kucharczyk, Peggy J. Schaefer Whitby, Tiffany Mrla

    págs. 83-93

    

  • Comparison of Antecedent Activities for Increasing Engagement in a Preschool with ASD during a Small Group Activity

    Elizabeth A. Pokorski, Erin E. Barton, Jennifer R. Ledford, Abby L. Taylor, Elisabeth Johnson, Heather K. Winters

    págs. 94-103