Education and training in autism and developmental disabilities

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  Año 2018, Vol. 53, Número 3

  • Preventing Bullying and Promoting Friendship for Students with ASD: Looking Back to Move Forward

    Brooke N. Winchell, Melissa A. Sreckovic, Tia R. Schultz

    págs. 243-252

    

  • Exploring Post-School Outcomes across Time Out of School for Students with Autism Spectrum Disorder

    Emily C. Bouck, Jiyoon Park

    págs. 253-263

    

  • Effects of Self-Mediated Video Modeling Compared to Video Self-Prompting for Adolescents with Intellectual Disability

    Sally B. Shepley, Kevin M. Ayres, Rachel Cagliani, Erin Whiteside

    págs. 264-275

    

  • High-Probability Request Sequence: An Evidence-Based Practice for Individuals with Autism Spectrum Disorder

    Chelsi R. Brosh, Larry B. Fisher, Charles L. Wood, David W. Test

    págs. 276-286

    

  • Word Study Intervention for Students with ASD: A Multiple Baseline Study of Data-Based Individualization

    Michael Solís, Farah El Zein, Marie Black, Alexandra Miller, William J. Therrien, Marcia A. Invernizzi

    págs. 287-298

    

  • Comparing Different Delivery Modes for Literacy-Based Behavioral Interventions during Employment Training for College Students with Developmental Disabilities

    Kalynn Hall Pistoro, Michael P. Brady, Kelly Kearney, Angelica Downey

    págs. 299-310

    

  • Electronic Essay Writing with Postsecondary Students with Intellectual and Developmental Disabilities

    Suzanne Woods-Groves, Saeed S. Alqahtani, Kinga Balint-Langel, Amanda Kern

    págs. 311-324

    

  • Teaching Students with Autism and Intellectual Disability to Solve Algebraic Word Problems

    Jenny R. Root, Bonnie Henning, Erica Boccumini

    págs. 325-338