Continuous Video Modeling to Prompt Completion of Multi-Component Tasks by Adults with Moderate Intellectual Disability
Linda C. Mechling, Kevin M. Ayres, Katlin Purrazzella, Kimberly Purrazzella
págs. 3-16
Comparing Video Modeling and Graduated Guidance together and Video Modeling alone for Teaching Role Playing Skills to Children with Autism
Nurgul Akmanoglu, Mehmet Yanardag, Sema Batu
págs. 17-31
Effects of Video Self-Modeling on Eliminating Public Undressing by Elementary-Aged Students With Developmental Disabilities During Urination
Yoshihisa Ohtake
págs. 32-44
Enabling Access and Enhancing Comprehension of Video Content for Postsecondary Students with Intellectual Disability
Anna S. Evmenova, Michael M. Behrmann
págs. 45-59
Effects of a Peer-Delivered System of Least Prompts Intervention and Adapted Science Read-Alouds on Listening Comprehension for Participants with Moderate Intellectual Disability
Melissa E. Hudson, Diane Browder, Bree Jimenez
págs. 60-77
Self-Regulated Strategy Development: Effects on Writers with Autism Spectrum Disorders
Kristie Asaro-Saddler
págs. 78-91
Intrusiveness of Behavioral Treatments for Children with Autism and Developmental Disabilities: An Initial Investigation
Michael R. Mayton, Stacy L. Carter, Jie Zhang, John J. Wheeler
págs. 92-101
Stalking Behaviors by Individuals with Autism Spectrum Disorders in Employment Settings: Understanding Stalking Behavior and Developing Appropriate Supports
Michal Post, Keith Storey, Linda Haymes, Camille Campbell, Tamara Loughrey
págs. 102-110
Not All Created Equally: Exploring Calculator Use by Students with Mild Intellectual Disability
Gulnoza Yakubova, Emily C. Bouck
págs. 111-126
Comparison of Direct Instruction and Simultaneous Prompting Procedure on Teaching Concepts to Individuals with Intellectual Disability
Semiha Celik, Sezgin Vuran
págs. 127-144
Comparison of Prompting Strategies on the Acquisition of Daily Living Skills
Linsey M. Sabielny, Helen I. Cannella-Malone
págs. 145-152
Social Peer Interactions in Persons with Profound Intellectual and Multiple Disabilities: A Literature Review
Sara Nijs, Bea Maes
págs. 153-165
© 2001-2024 Fundación Dialnet · Todos los derechos reservados
Coordinado por: