Education and training in autism and developmental disabilities

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  Año 2020, Vol. 55, Número 1

  • Perceptions of Service Providers Regarding the Agency and Capacity of People with Intellectual Disability to Vote

    Martin Agran, Sandra Root-Elledge, Eric Moody, Ginn Hannah, Victoria Estrada-Reynolds

    págs. 3-16

    

  • Development of the Self-Determined Learning Model of Instruction Coaching Model: Implications for Research and Practice

    Mayumi Hagiwara, Karrie A. Shogren, Kathleen L. Lane, Sheida Khamsi Raley, Steven A. Smith

    págs. 17-27

    

  • Building Early Numeracy through Virtual Manipulatives for Students with Intellectual Disability and Autism

    Bree A. Jimenez, Jessica Besaw

    págs. 28-44

    

  • Learning Fractions with a Virtual Manipulative Based Graduated Instructional Sequence

    Emily C. Bouck, Courtney Maher, Jiyoon Park, Abbie Whorley

    págs. 45-59

    

  • Investigating the Usage of Reading Curriculum-Based Measurement (CBM-R) to Formatively Assess the Basic Reading Skills of Students with Intellectual Disability

    Sara M. Snyder, Kevin Ayres

    págs. 60-74

    

  • Applicability and Feasibility of Pivotal Response Treatment with Korean American Children with Autism

    Sunyoung Kim, Audrey A. Trainor

    págs. 75-88

    

  • Comparing the Effects of Echoic Prompts and Echoic Plus Picture Prompts on Establishing Intraverbal Behavior for Children with Autism

    Sheng Xu, Ruihua Niu, Gabrielle T. Lee, Lina Gilic, Hua Feng, Weiting Shao

    págs. 89-100

    

  • Navigation of Social Engagement (NOSE) Project: Using a Self-Directed Problem Solving Model to Enhance Social Problem-Solving and Self-Determination in Youth with Autism Spectrum Disorders

    Yu-Chi Chou

    págs. 101-114