Education and training in autism and developmental disabilities

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  Año 2019, Vol. 54, Número 3

  • Effects of Constant Time Delay on Route Planning Using Google Maps for Young Adults with Intellectual and Developmental Disabilities

    Chengan Yuan, Kinga Balint-Langel, Youjia Hua

    págs. 215-224

    

  • Do Illustrations Promote Reading Comprehension in Adults with Intellectual or Developmental Disabilities?

    Meredith Saletta, Erica R. Kaldenberg, Kiara Rivera, Audrey Wood

    págs. 225-236

    

  • Impact of Video Modeling Combined with Skillstreaming Teaching Procedures on the Social Interaction Skills of Middle School-Aged Children with ASD

    Turgut Bahcali, Arzu Ozen

    págs. 237-248

    

  • Effects of Self-Monitoring Strategy to Increase Classroom Task Completion for High School Students with Moderate Intellectual Disability

    Yi-Fan Li, Hsinyi Chen, Dalun Zhang, Carly B. Gilson

    págs. 263-273

    

  • Comparing No-No Prompt to Flexible Prompt Fading to Teach Expressive Labels to Individuals Diagnosed with Autism Spectrum Disorder

    Justin B. Leaf, Joseph H. Cihon, Julia L. Ferguson, Ronald Leaf, John McEachin

    págs. 274-287

    

  • Promoting Social Play Based on Ecological Assessment and Social Play Selection Conditions of a Child with Autism Spectrum Disorder in an Inclusive Early Childhood Classroom

    Aya Fujiwara, Shigeki Sonoyama

    págs. 288-300

    

  • Examining Use of School Personnel in CBT Interventions for Anxiety in Students with ASD

    Lisa A. Simpson, Cara S. Maffini, Rachel K. Schuck

    págs. 301-312