Table Of Content

EDUCATION AND TREATMENT OF CHILDREN Vol. 17, No.4, November 1994 CUMULATIVE SUBJECT AND VOLUME 17 AUTHOR INDICES The cumulative subject index lists articles (chronologically) by what, to our best judgements, represents the various general categories (listed alphabetically) of participants, behaviors, and procedures studied. We have also noted (parenthetically) any appropriate specific descriptors. In addition, specialized articles (such as reviews) are listed separately as well as within the categories just described. Thus, all articles are listed more than once to allow for cross referencing. Each listing for the articles takes the form: Volume number (Issue number) Number of the first page of the article (Specific descriptors, if any), e.g., 17(2)121(10 year olds) might appear under the general category of School-aged Children in the Participants section of the cumulative subject index. Because these list- ings represent the judgements of the editors, any misrepresentations are our responsibility. The author index contains an alphabetical listing of each author in Volume 17 with first authors listed along with their co- authors (if any), the title of the article, and the pages where the article ap- pears. Co-authors are also integrated alphabetically with the first authors with a reference to the first author and the page numbers of the article. R. F. Dickie Daniel E. Hursh Co-Editors CUMULATIVE SUBJECT INDEX ETC VOLUMES 11 through 17 PARTICIPANTS Adolescents: 12(3)276(anger control--Book Review); 12(3)279(behavior therapy with--Book Review); 13(1)5(with severe disabilities); 13(1)86 (psychology--Book Review); 14(1)61(parents and--Book Review); 14 (1)63(managing everyday problems--Book Review); 14(1)64(self management for --Book Review); 15(1)43(with mild handicaps); 16(1)48 (head injured); 16(1)107(substance abuse evaluation and intervention-- Book Review); 16(2)187(with autism); 17(2)197(internalizing disorders in--Book Review); 17(3)370(aggression and violence prevention and management considerations for--Discussion Article); 17(4)387(integrated service systems for troubled youth--Discussion Article); 17 (4)468(suicide postvention and--Discussion Article). Adults: 16(1)19(educational software developers); 17(2)185(grandparents of children with special needs). 484-499 EDUCATION AND TREATMENT OF CHILDREN Vol. 17, No.4, November 1994 CUMULATIVE SUBJECT AND VOLUME 17 AUTHOR INDICES The cumulative subject index lists articles (chronologically) by what, to our best judgements, represents the various general categories (listed alphabetically) of participants, behaviors, and procedures studied. We have also noted (parenthetically) any appropriate specific descriptors. In addition, specialized articles (such as reviews) are listed separately as well as within the categories just described. Thus, all articles are listed more than once to allow for cross referencing. Each listing for the articles takes the form: Volume number (Issue number) Number of the first page of the article (Specific descriptors, if any), e.g., 17(2)121(10 year olds) might appear under the general category of School-aged Children in the Participants section of the cumulative subject index. Because these list- ings represent the judgements of the editors, any misrepresentations are our responsibility. The author index contains an alphabetical listing of each author in Volume 17 with first authors listed along with their co- authors (if any), the title of the article, and the pages where the article ap- pears. Co-authors are also integrated alphabetically with the first authors with a reference to the first author and the page numbers of the article. R. F. Dickie Daniel E. Hursh Co-Editors CUMULATIVE SUBJECT INDEX ETC VOLUMES 11 through 17 PARTICIPANTS Adolescents: 12(3)276(anger control--Book Review); 12(3)279(behavior therapy with--Book Review); 13(1)5(with severe disabilities); 13(1)86 (psychology--Book Review); 14(1)61(parents and--Book Review); 14 (1)63(managing everyday problems--Book Review); 14(1)64(self management for --Book Review); 15(1)43(with mild handicaps); 16(1)48 (head injured); 16(1)107(substance abuse evaluation and intervention-- Book Review); 16(2)187(with autism); 17(2)197(internalizing disorders in--Book Review); 17(3)370(aggression and violence prevention and management considerations for--Discussion Article); 17(4)387(integrated service systems for troubled youth--Discussion Article); 17 (4)468(suicide postvention and--Discussion Article). Adults: 16(1)19(educational software developers); 17(2)185(grandparents of children with special needs). 484-499 CUMULATIVE SUBJECT INDEX 485 Autistic Children: 11(1)5(elementary-aged); 11(1)29(elementaryaged); 11 (3)205(training of therapists for); 12(1)38(elementary aged); 13(1)197 (elementary aged); 14(2)85(four year old); 16(2)175(14 year old). Behavior Disordered Children: 11(1)5(elementary aged); 11(1)52(aggressive youth); 11(1)63(use of marker variables in treatment studies-- Discussion Article); 11(3)218(elementary aged); 11(4)341(the use of Di- rect Instruction principles to prevent behavior problems-- Discussion Article); 12(2)123(14 to 18 year old); 12(2)134(elementary aged); 13 (2)109(middle school tutors and tutees); 13(3)226(elementary aged); 14(1)53(10 year old); 14(1)66(behavior management systems--Book Re- view); 14(1)67(remediating common behavior and learning problems-- Book Review); 14(2)152(treatment focused assessment--Book Review); 14(2)154(and behavior analysis-- Book Review); 14(2)160(treating conduct and oppositional defiant disorders--Book Review); 14(3)227 (peer mediated interventions promoting social skills of--Review Arti- cle); 16(3)213(adolescent boys); 16(3)259(secondary aged); 17(3)215 (proliferation of categories for "new" behavioral disorders--Discussion Article); 17(3)228(male dominated sex ratio of--Discussion Article); 17 (3)244(language disorders and--Review Article); 17(3)255(and the impact of social structures on friendship development for--Discussion Article); 17(3)267(as behavior change agents--Review Article); 17 (3)277(educational outcomes and standards for-- Discussion Article); 17(3)293(timeout and--Discussion Article); 17(3)302(defensive thought and behavior patterns and children's resistance to adult-sponsored socialization--Discussion Article); 17(3)312(implementing comprehensive classroom-based programs for--Program Description); 17(3)332 (and inclusion); 17(3)347(correctional special education and teacher preparation--Discussion Article); 17(3)356(school violence and); 17 (3)370(aggression and violence prevention and management considerations for-- Discussion Article); 17(4)387(integrated service systems for troubled youth--Discussion Article); 17(4)417(virtual reality and social skills training for--Discussion Article); 17(4)435(instructional interactions with); 17(4)445(a class-wide self-management program for). Blind Children: 12(2)165(young woman with profound mental retardation). Case Managers: 11(1)45(for behavior disordered youth). Children: 12(3)279(behavior therapy with--Book Review); 12(3)281(psy- chological maltreatment of--Book Review); 12(3)284(psychologically battered--Book Review); 12(4)425(Juniper Gardens Children's Project-- Program Description); 14(1)38(four to eight year old); 15(1)1(two, three, and six year old); 16(1)107(substance abuse _ evaluation and in- 486 CUMULATIVE SUBJECT INDEX tervention--Book Review); 17(2)197(internalizing disorders in--Book Review). College Students: 16(3)274(academic support--Program Description); 16 (3)288(fluency training--Program Description); 17(1)98(reading, writing, and studying strategies--Book Review). Elementary School Students: 11(1)5(autistic and behavior disordered); 11(2)118(third and sixth grade); 11(2)43(third grade); 12(1)38(fifth grade); 12(3)205(fifth grade); 12(3)232(fourth grade); 12(3)243(fifth grade); 14(1)19(first, second, and third grade); 14(3)177(fourth and fifth grade); 15(3)205(third grade); 16(2)19(third and sixth grade); 16 (2)115(second grade); 16(2)175(second and third grade); 17(4)459(re- sponses to teacher directions). Handicapped Children:11(1)70(the quality of curriculum and instruction for persons with severe handicaps--Discussion Article); 11(3)230(junior high school aged with severe handicaps); 11(4)364(the effects of Di- rect Instruction with- -Review Article); 11(4)375(the use of Direct In- struction principles to teach generalized skills to persons with severe handicaps--Discussion Article); 12(1)5(preschoolers with mild or moderate handicaps); 13(1)5(with severe disabilities); 13(1)91(applied behavior analysis with--Book Review); 13(1)93(integration strategies for- -Book Review); 13(1)98(with developmental or physical disabilities-- Book Review); 13(2)42(with mild disabilities); 13(2)159(preschool aged--Discussion Article); 13(2)177(with profound disabilities--Book Review); 13(2)176(a life-span perspective--Book Review); 14(2)142 (peer interactions among young children--Program Description); 14 (3)243(prereferral intervention--Review Article); 14(3)257(a functional curriculum for--Book Review); 15(1)15(six, seven, and 12 year old); 15 (1)32(11 to 13 year old); 15(1)78(the regular education initiative--Book Review); 15(1)81(integration of preschoolers--Book Review); 15(2)147 (special education in the year 2000--Discussion Article); 15(2)173(least restrictive educational environment for--Book Reviews (3)); 16(1)90 (special education in urban and correctional education in the year 2000--Discussion Article); 16(3)213(elementary); 16(3)231(with severe disabilities); 17(1)1(secondary with mild handicaps); 17(1)52(elementary with special needs--Program Description); 17(1)86(with fetal alcohol syndrome--Review Article); 17(2)163(social safety skills instruction for individuals with disabilities-- Program Description). Hearing Impaired Children: 11(3)239(6 to 19 year old); 15(4)320(preschoolers); 17(1)68(expressions of affection in young children with sensory impairments--Review Article). High School Students: 13(1)45(applied behavior analysis with-- Review CUMULATIVE SUBJECT INDEX 487 Article); 16(2)135(dropout prevention); 17(1)98(reading, writing, and studying strategies--Book Review); 17(3)356(school violence and). Infants: 13(4)247(organizing the home ceregiving environment for- - Discussion Article). Junior High School Students: 13(1)45(applied behavior analysis with-- Review Article); 13(3)249(sixth and seventh grade); 16(3)305(Japanese, direct instruction with--Program Description). Kindergarten Children: 13(1)36; 14(3)263(prosocial skill streaming--Book Review). Learning Disabled Children: 11(2)179(identification of-- Discussion Arti- cle); 12(1)63(8 to 15 year old); 12(2)134(elementary aged); 12(3)219(second, fourth, and fifth grade); 13(2)216(elementary aged); 13(3)239(elementary aged); 14(2)112(secondary aged); 15(3)228(9 to 13 year old); 16(2)147(6 to 11 year olds); 16(3)213(elementary aged); 16(3)259(secondary and post secondary aged). Mentally Retarded Children: 11(3)252(13 year old with severe retardation); 13(1)21(17 year old with moderate retardation. and 5 year old with Down Syndrome); 13(2)179(community integration for--Book Re- view); 14(2)85(20 year old with profound retardation); 14(2)96(9/10 year old with moderate retardation); 14(2)128(11 to 13 year old with Down Syndrome); 15(4)289(7 to 13 year old with moderate retardation). Multiply Handicapped Children: 11(2)149(six year old); 14(1)1(seven/ eight year old). Parents: 13(1)21(of boys with disabilities); 13(2)153(of children with autism); 13(2)174(solving behavior problems--Book Review); 14(1)38(of four to eight year olds); 14(1)61(and adolscents--Book Review). Preschool Children: 11(4)349(Direct Instruction with disadvantaged preschoolers); 12(2)109(reading instruction with); 12(2)152(motor skill development); 13(4)274(environmental organization in special education classrooms--Discussion Article); 13(4)288(with disabilities and classroom transitions--Discussion Article); 13(4)298(transitions from special to regular education settings--Discussion); 13(4)316(peer social interaction in special education settings--Discussion); 13(4)331 (environmental influences on language of-- Discussion Article); 14 (3)210(sight word reading); 14(3)263(prosocial skillstreaming--Book Review); 15(2)125(with developmental delays); 15(3)244(with developmental delays); 15(4)310(reporting conflicts); 15(4)320(with hearing 488 CUMULATIVE SUBJECT INDEX impairments); 16(1)1(blending in reading instruction); 16(2)160(with developmental delays); 16(2)198(transdisciplinary evaluation of); 17 (1)29(with social delays); 17(2)113(abduction prevention). School-Aged Children: 12(2)174(treatment of emotional reactions-- Re- view Article); 15(2)140(race and gender bias in the punishment of); 15 (2)163(supporting biracial children-- Discussion Article); 15(3)255 (school programs for at risk-- Review Article); 17(1)103(psychiatric hospitalization of-- Book Review); 17(2)129(reliability and validity of the taxononmy of problematic social situations for children); 17(2)139 (third graders' comprehension of mathematical operations). Speech or Language Impaired Children: 11(1)19(17 to 19 year old); 11 (2)97(preschool aged); 14(3)199(bilingual 7 to 10 year old); 16(3)246 (Hispanic 11 and 12 year olds); 17(3)244(behavior disorders and-- Review Article). Teachers: 11(2)127(preschool); 12(1)52(of persons with severe disabilities); 12(3)252(elementary special education); 14(3)177(fourth and fifth grade); 14(4)280(elementary teacher training--Program Description); 14(4)299(special education teacher training--Program Description); 14 (4)316(special education teacher training--Program Description); 14 (4)333(special education teacher training-- Program Description); 14 (4)349(instructional programming for teachers and learners--Program Description); 14(4)361(training effective teachers--Discussion Article); 16(1)19(third and sixth grade); 16(1)66(consulting support system for those working with students with severe problem behaviors-- Discussion Article); 16(2)135(high school); 16(3)305(Japanese, junior high school--Program Description); 16(3)317(use of precision teaching); 16(4)441(and achieving curricular change through collaboration-- Discussion Article); 16(4)474(preservice training--Program Descrip- tion); 17(1)29(classroom aides); 17(4)459(directions to elementary students). Therapists: 11(3)205(training of). Vision Impaired Children: 17(1)68(expressions of affection in young children with sensory impairments--Review Article). Youth: 11(1)19(language impaired); 11(1)52(aggresive); 12(3)281(psycho- logical maltreatment of--Book Review); 15(1)84(supported employ- ment--Book Review); 15(1)86(troubled and troubling--Book Review); 15(2)101(with moderate handicaps); 15(4)355(severely disturbed-- Technical Article). CUMULATIVE SUBJECT INDEX BEHAVIORS Academic: 11(1)5(solving math problems); 11(1)29(picture naming); 11 (1)52(achievement); 11(2)118(solving math problems); 11(2)143(cursive letter writing); 11(2)166(diagnosing and remediating errors in spelling--Discussion Article); 11(2)179(learning _—_ disabilities-- Discussion Article); 11(3)218(solving math problems); 11(3)239 (spelling); 11(4)349(Direct Instruction for); 11(4)389(the use of Direct Instruction principles to teach reading--Discussion Article); 12(1)38 (math, language, and reading activities); 12(1)63(knowledge of spelling goals, beliefs regarding goal attainment, and perceptions of feedback); 12(2)109(reading); 12(2)123(oral reading); 12(3)219(sight word reading); 12(3)232(reading comprehension); 12(3)243(answers in a mathmatics curriculum); 13(1)36(number and letter identification); 13(2)109(math worksheets); 13(2)129(sight words); 13(3)197(word rec- ognition); 13(3)216(number identification and single digit multiplication); 13(3)226(sight words); 13(3)239(addition and subtraction); 14 (1)1(spelling); 14(1)19(sight vocabulary); 14(1)53(math and written language); 14(2)112(science); 14(2)128(counting); 14(2)151(curriculum based measurement-- Book Review); 14(3)177(spelling); 14(3)199 (oral reading); 14(3)210(sight word reading); 14(3)254(attention deficit hyperactivity disorder--Book Review Article); 14(3)257(a functional curriculum--Book Review Article); 15(1)1(of young children); 15(1)43 (math, English, and on task); 15(3)205(reading comprehension); 15 (3)228(writing and reading comprehension); 15(3)272(attention deficit disorder--Book Review); 15(4)289(word reading); 15(4)320(shape and color naming); 16(1)1(blending sounds into words); 16(2)115(math word problem solving); 16(2)135(engagement in assigned activities); 16(2)147(substraction); 16(3)213(spelling, multiplication, and reading); 16(3)246(oral reading and comprehension); 16(3)259(written answers to quiz/test questions); 16(3)274(responding within college courses-- Program description); 16(3)288(behavior analysis literacy-- Program Description); 16(3)305(on task and performance-- Program Descrip- tion) 17(1)1(addition, substraction, and multiplication); 17(1)52(reading skills--program description); 17(1)98(reading, writing, and studying strategies--Book Review); 17(2)139(third graders’ comprehension of mathematical operations); 17(4)459(student re- sponses to teacher directions). Case Manager: 11(1)45(visits to behavior disordered youths). Consumer: 14(3)177(teacher and student satisfaction with intervention goals, procedures, and outcomes). Language: 11(3)205(incidental teaching of); 12(1)5(observational learning of receptive and expressive); 12(2)165(compliance with requests); 13 490 CUMULATIVE SUBJECT INDEX (1)95(assessment of persons with severe and profound handicaps-- Book Review); 13(4)331(environmental influences on--Discussion Arti- cle); 16(1)48(English-Spanish word translations); 16(1)100 (and communication interventions--Book Review). Motor: 11(2)149(self injury); 11(2)157(self injury--Review Article); 11 (3)230(use of a computer); 11(3)252(object throwing); 12(2)152(skill development); 12(3)265(hyperactivity--Review Article); 16(2)160(transitions); 16(2)187(repetitive and aberrant). Self Help: 11(4)375(daily living skills--Discussion Article); 12(1)52(training program progress); 13(1)5(opening and pouring from containers); 14(2)85(putting away toys/booklets); 14(2)96(prevocational tasks); 15 (1)15(treatment ofabrasions); 15(2)101(first-aid skills); 16(3)231(re- questing food or drink). Social: 11(1)52(adjustment and self image); 11(2)97(and communicative interaction); 12(1)73 running away--Review Article); 12(2)134(con- tacts with peer tutors); 12(2)174(treatment of emotional reactions-- Review Article); 12(3)205(interactions during assignments); 12(3)276 (adolescent anger control--Book Review); 13(1)21(aggression); 13 (2)109(interaction); 13(2)142(use of "please" and "thank you"); 13 (2)153(communication _ skills); 13(2)159(interactions with peers-- Discussion Article); 13(2)170(teaching prosocial competencies--Book Review); 13(3)249(disruptive hallway behavior); 13(4)316(peer interaction); 14(1)38(interrupting); 14(2)142(peer interaction--Program De- scription); 14(3)227(peer mediated interventions of promoting social skills--Review Article); 14(3)254(attention deficit hyperactivity disorder--Book Review); 14(3)263(prosocial skills--Book Review); 15(1)1(of young children); 15(1)32(inappropriate verbalizations); 15(2)125(interactions); 15(2)140(misbehavior); 15(3)244(compliance with requests); 15(3)268(functional communication training--Book Review); 15(3)275 (developmental disabilities--Book Review); 15(4)310(reported conflicts); 15(4)335(child sexual abuse prevention programs--Review Arti- cle); 16(2)175(peer nominations); 17(1)29(interactions with peers); 17(1)68(affection--Review Article); 17(1)101(problem solving skills-- Book Review); 17(2)113(abduction prevention skills); 17(2)129(reliability and validity of the taxononmy of problematic social situations for children); 17(2)163(social safety skills instruction for individuals with disabilities--Program Description); 17(2)203(understanding verbal re- lations--Book Review); 17(3)255(the impact of social structures on friendship development--Discussion Article); 17(3)302(defensive thought and behavior patterns and children's resistance to adult- sponsored socialization--Discussion Article); 17(3)356(high school violence); 17(3)370(aggression and violence prevention and management considerations for children and youth--Discussion Article); 17(4)387 CUMULATIVE SUBJECT INDEX 491 (integrated service systems for troubled youth-- Discussion Article); 17(4)417(virtual reality and social skills training for students with behavioral disorders-- Discussion Article); 17(4)435(instructional interactions and disruptive behavior); 17(4)445(a class-wide self-management program for on-task and disruptive behavior); 17(4)459(student re- sponses to teacher directions). Teacher: 11(2)127(collecting data); 12(1)52(preferences for data collection formats); 12(3)253(scoring and recording student performance); 14 (3)177(treatment implementation); 14(4)280(elementary teacher training--Program Description); 14(4)299(special education teacher training--Program Description); 14(4)316(special education teacher training--Program Description); 14(4)333(special education teacher training--Program Description); 14(4)349(instructional programming for teachers and learners--Program Description); 14(4)361 (training effective teachers--Discussion Article); 16(1)19(implementation of class- wide peer tutoring); 16(2)135(approval and disapproval); 16(3)305(direct instruction--Program Description). PROCEDURES Assessment: 11(2)166(of spelling errors--Discussion Article); 11(2)179 (learning disabilities--Discussion Article); 11(3)270(comparison of instructional procedures--Discussion Article); 11(3)286(a guide to self assessment of behavior management in the classroom--Discussion Ar- ticle); 11(4)318(of the long term effects of Direct Instruction); 11 (4)364(of the effects of Direct Instruction with special education populations--Review Article); 12(1)52(data _ collection frequency); 12 (1)63(curriculum based measurement); 13(2)153(of treatment outcome by parents); special and regular early education settings-- Discussion Article); 13(2)153(of treatment outcome by parents); 13(2)180(in the schools--Book Review); 13(4)298(of transitions be- tween special and regular early education settings--Discussion Arti- cle); 13(4)316(of peer social interaction); 13(4)347(of the home care- giving environment for infants--Discussion Article); 14(2)151 (curriculum based measurement--Book Review); 14(2)152(treatment focused assessment--Book Review); 14(2)156(intelligence and achievement--Book Review); 15(2)125(of maintenance of social skills); 15 (2)185(and early intervention--Book Review); 15(3)269(developmental- -Book Review); 15(4)355(a modified time sampling procedure-- Technical Article); 16(2)160(of own behavior); 16(2)175(stability of peer nominations); 16(2)198(of preschoolers); 16(3)317(precision teaching); 17(2)129(reliability and validity of the taxononmy of problematic social situations for children); 17(2)185(of involvement of grandparents with their grandchildren with special needs). 492 CUMULATIVE SUBJECT INDEX Behavior Analysis or Behavior Modification: 11(1)52(a Re-ED program for aggressive youth); 11(1)63(and the treatment of behavior disorders--Discussion Article); 11(2)157(and the treatment of self injury-- Review Article); 11(3)257(contingency contracting in the schools-- Review Article); 12(2)190(maintenance of behavior change-- Discussion Article); 12(3)265(behavioral treatment of hyperactivity-- Review Article); 12(4)425(jJuniper Gardens Children's Project-- Program Description); 12(4)330(applied to psycho-social retardation-- Review Article); 12(4)359(applied to school based research and intervention-- Review Article); 12(4)391(applied to health intervention research--Review Article); 13(2)174(for parents--Book Review); 13(4)269 (and environmental organization-- Discussion Article); 13(4)274(and environmental organization- Discussion Article); 13(4)288(and classroom transitions--Discussion); 13(4)331(environmental influences on children's language--Discussion); 13(4)364(ecology, environmental ar- rangment, and setting events--Discussion Article); 14(1)61(parents and adolescents--Book Review); 14(1)63(and everyday problems--Book Re- view); 14(1)64(self management for adolescents--Book Review); 14 (1)66(behavior management systems--Book Review); 14(1)67(and common behavior and learning problems--Book Review); 14(2)154(and treatment of severe behavior disorders--Book Review); 14(3)258(and classroom management--Book Review); 15(1)56(of noncompliance-- Review Article); 15(2)180(with the mentally retarded--Book Re- view); 15(2)183(child and adolescent therapy--Book Review); 16(1)103 (elementary principals--Book Review); 17(1)68(of affection--Review Article); 17(1)86(and fetal alcohol syndrome--Review Article). Behavior Therapy: 12(3)279(Book Review). Classroom Management: 11(3)286(a self assessment guide for _ teachers- -Discussion Article); 15(4)3i0(length of play period); 15(4)320(transitions); 16(1)96(school-home notes-- Book Review); 16(4)361(and school-wide discipline--Program Description); 16(4)382(designing a comprehensive and sustainable innovation--Program Description); 16 (4)401(use of effective educational practices--Program Description); 16(3)317(precision teaching). Extinction: 11(2)49(sensory). Feedback: 11(1)19(on accuracy of self monitoring); 11(2)127(on data collection); 12(3)205(peer mediated); 12(3)219(modeling and prompt- ing); 14(1)53(on engagement in academic tasks); 15(1)15(praise or cor- rection); 15(4)320(instructive with constant time delay); 16(2)147 (corrective); 16(2)160(on accuracy of self assessments).