Education and training in autism and developmental disabilities

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  Año 2017, Vol. 52, Número 3

  • International Collaboration and Its Contributions: Disseminating Knowledge and Supporting Evidence-Based Practices Across Countries

    Belva C. Collins, Elif Tekin-Iftar, Seray Olçay-Gül

    págs. 227-239

    

  • Early Intervention in Autism Spectrum Disorder: Concerns and Support of Portuguese Mothers

    Lúcia Magalhães, Ana P. S. Pereira

    págs. 240-251

    

  • Comprehension of Verbal and Visual Metaphors among Individuals with Intellectual Disability with and without Down Syndrome

    Shlomit Shnitzer-Meirovich, Hefziba Lifshitz-Vahab, Nira Mashal

    págs. 252-267

    

  • Functional Living Skills and Adolescents and Adults with Autism Spectrum Disorder: A Meta-Analysis

    Ee Rea Hong, Jennifer B. Ganz, Kristi Morin, John L. Davis, Jennifer Ninci, Leslie Neely, Margot B. Boles

    págs. 268-279

    

  • Effects of Modeling, Story Templates, and Self-Graphing in the Use of Story Elements by Students with Moderate Intellectual Disability

    Robert Pennington, Mallory Koehler

    págs. 280-290

    

  • Effects of Video Modeling on the Instructional Efficiency of Simultaneous Prompting Among Preschoolers with Autism Spectrum Disorder

    Derya Genc-Tosun, Onur Kurt

    págs. 291-304

    

  • The Role of the Replacement Behavior in Function-Based intervention

    Linda M. Reeves, John Umbreit, Jolenea B. Ferro, Carl J. Liaupsin

    págs. 305-316

    

  • Concrete and App-Based Manipulatives to Support Students with Disabilities with Subtraction

    Emily C. Bouck, Courtney Chamberlain, Jiyoon Park

    págs. 317-331

    

  • An Analysis of State Guidelines for Intellectual Disability

    Edward A. Polloway, Maryleen Auguste, J. David Smith, Delia Peters

    págs. 332-339