Education & Treatment of Children 2009: Vol 32 Index

2009·2.1 MB·English

EDUCATION AND TREATMENT OF CHILDREN Vol. 32, No. 4, 2009
VOLUMES 31-32 SUBJECT
AND
VOLUME 32 AUTHOR INDICES
The cumulative subject index lists articles (chronologically) by
what, to my best judgment, represents the various general catego-
ries (listed alphabetically) of participants, behaviors, and procedures
studied. I have also noted (parenthetically) any appropriate specific
descriptors. In addition, specialized articles (such as reviews) are list-
ed 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., 31(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 listings represent my judgments, any
misrepresentations are my responsibility. The author index contains
an alphabetical listing of each author in Volume 31 with first authors
listed along with their co-authors (if any), the title of the article, and
the pages where the article appears. Co-authors are also integrated
alphabetically with the first authors with a reference to the first author
and the page numbers of the article.
Daniel E. Hursh
Senior Editor
SUBJECT INDEX
ETC VOLUMES 31-32
PARTICIPANTS
Adolescents: 31(2)223(at risk— Program Description); 31(4)501(in-
carcerated or committed youth); 32(1)175(global policies on the men-
tal health of children and adolescents — Book Review).
Autistic Children: 31(1)27(elementary); 31(3)297(preschool-
ers); 31(3)381(sex education — Review Article); 31(3)433(functional
behavior assessment for — Book Review); 32(1)37(el ementary school);
32(1)77(nine year old); 32(1)89(seven year old); 32(1)151(adolescent
with Asperger’s disorder); 32(2)343(ABA/VB treatments for autism
— Book Review).
Behavior Disordered Children: 31(3)307(K-12); 31(4)549%el-
ementary); 31(4)565(identification and treatment of anxiety in — Re-
view Article); 31(4)593(girls); 32(3)403(video modeling with — Review
Pages 703-715
704 CUMULATIVE SUBJECT INDEX
Article); 32(4)513(preschoolers at risk for behavior disorders — Discus-
sion Article); 32(4)573(first graders); 32(4)631(kindergarten through
12" grade); 32(4)655(preadolescents and adolescents).
Children: 31(3)395(five to eight year olds with obsessive com-
pulsive disorder — Discussion Article); 32(1)63(six and seven year
olds); 32(1)175(global policies on the mental health of children and
adolescents — Book Review); 32(3)359(four and five year olds).
Elementary School Students: 31(2)153(first and third grad-
ers); 31(2)167(first and third graders); 31(3)267(second graders);
31(4)445(kindergarteners through fifth graders); 32(1)1(fourth grad-
ers); 32(2)189(kindergarteners); 32(2)231(third graders); 32(2)243(first
grader with ADHD and peers); 32(2)267(fifth grader); 32(4)551 (first
through fifth graders).
Handicapped Children: 31(3)333(preschooler with develop-
mental delays); 32(1)105(adolescent with developmental delays);
32(1)121(six year old with LKS and ADHD); 32(2)313(sensory motor
programs, sensory integration, and tinted lenses as interventions for
— Review Article); 32(4)605(elementary school students).
High School Students: 32(1)167(ninth grader).
Infants/Toddlers: 31(2)213(16 month old).
Learning Disabled Children: 31(1)55(high school); 31(2)203(high
school).
Middle School Students: 31(2)119 (urban and suburban).
Parents: 31(1)73(at risk for child maltreatment — Review Ar-
ticle); 31(1)111(early childhood education and care— Book Review);
32(2)213(with limited English proficiency).
Preschool/Kindergarten Children: 31(2)183(Head Start);
32(1)21(with problem behavior); 32(2)213(with limited English profi-
ciency); 32(3)371(three year olds).
Principals: 32(4)673(of juvenile corrections schools).
Professionals: 31(4)475(single case researchers).
School-Aged Children: 31(2)239(cultural sensitivity to —- Discus-
sion Article); 31(3)417(response to intervention as a set of principles
— Discussion Article); 32(2)279(interventions for mathematics compu-
tation problems — Review Article); 32(3)421(using guided notes with
— Review Article); 32(3)471(developing pro social skills for — Discus-
sion Article); 32(3)487(policies for use of physical restraint with — Dis-
cussion Article).
Teachers: 31(1)l(elementary); 31(1)39(high school); 31(1)111
(early childhood education and care— Book Review); 31(2)119 (middle
CUMULATIVE SUBJECT INDEX 705
school); 31(3)333(preschool); 31(3)351(classroom management — Re-
view Article); 31(4)445(kindergarten through fifth grade); 31(4)521/(el-
ementary); 32(2)189(kindergarten); 32(2)243(first grade); 32(4)537(el-
ementary and middle emotional support — Program Description).
Youth: 32(3)445(at risk for violence and substance abuse — Pro-
gram Description).
BEHAVIORS
Academic: 31(1)55(secondary content areas); 31(2)119(active
engagement and quiz performance); 31(2)153(math problems and
on-task behavior); 31(2)167(math fluency and on-task behavior);
31(2)203(choosing, completing, and correct responding on assign-
ments); 31(3)267(decoding skills); 31(3)307(academic processing
speed) ; 31(4)501(and mental health needs and special education sta-
tus); 31(4)549(on-task); 32(1)1(task engagement and problem behav-
ior); 32(1)37(reading); 32(1)167(out of seat); 32(2)189(early literacy);
32(2)213(English vocabulary); 32(2)231(math computation and off
task behavior); 32(2)267(science class responses); 32(2)279(interven-
tions for mathematics computation problems — Review Article) ;
32(2)313(sensory motor programs, sensory integration, and tinted
lenses as interventions for academic participation — Review Article);
32(3)421(guided notes — Review Article); 32(4)573(academic engaged
time); 32(4)673(characteristics and approaches to curriculum).
Functional Living Skills: 31(2)213(tub standing); 31(2)223(ser-
vice learning — Program Description); 32(1)63(prevention of gun play);
32(1)151(migraine reports and school attendance); 32(2)343(ABA/VB
treatments for autism — Book Review); 32(3)359(soliciting help when
lost).
Parent: 31(1)73(child maltreatment — Review Article); 31(1)111
(early childhood education and care— Book Review); 32(2)213(teach-
ing English vocabulary).
Professional: 31(4)475(quality indicators in single case re-
search).
Social: 31(1)27(social skills); 31(1)39(tardies); 31(2)119(disrup-
tions); 31(2)183(Social Skills Rating Scale for Teachers); 31(3)297(com-
pliance with instructions); 31(3)333(play); 31(3)381(sex education
— Review Article); 31(3)395(obsessive compulsive disorder — Discus-
sion doce 1(4)445(antisocial behavior); 31(4)565(anxiety — Review
Article); 31( 4)593(emotional and behavioral disabilities); 32(1)21(ag-
gressive); 32(1)77(aggressive and communicative); 32(1)89(aggres-
sive); 32(1)105(aggressive); 32(1)121(aggressive); 32(1)175(global
706 CUMULATIVE SUBJECT INDEX
policies on the mental health of children and adolescents — Book
Review); 32(2)243(aggressive and disruptive); 32(3)371(disruptive);
32(3)403(emotional/behavior disorders — Review Article); 32(3)445(vi-
olence and substance abuse prevention — Program Description);
32(3)471(developing pro social skills in physical education — Dis-
cussion Article); 32(4)513(behavior disorders — Discussion Article);
32(4)551(following lunchroom rules); 32(4)605(problem behavior and
manding); 32(4)631(language disorders); 32(4)655(bullying and social
behavior patterns).
Teacher: 31(1)1(Positive Behavior Interventions and Supports);
31(1)111 (early childhood education and care —- Book Review); 31(2)119
(praising, reprimanding, instructing, or listening); 31(3)333(facilitat-
ing play); 31(3)351(evidence-based classroom management practices
— Review Article); 31(4)445(Positive Behavior Support); 31(4)521(func-
tion-based support); 32(3)487(policies for use of physical restraint
— Discussion Article); 32(4)537(performance in class wide PBIS for
students with EBD — Program Description).
PROCEDURES
Assessment: 31(2)167(brief assessments for selecting interven-
tions); 31(2)183(validation of the Sociai Skills Rating Scale for Teach-
ers); 31(3)307(of academic processing speed’s relationship to academic
and social skills); 31(3)433(functional behavior assessment — Book Re-
view); 31(4)475(identifying quality indicators in single case research);
31(4)501 (of relationships among academic achievement, mental health
history, and special education status); 31(4)593(of teachers’ perceptions
of girls with emotional and behavioral disabilities); 32(1)77(idiosyn-
cratic functions); 32(1)89(of the function of constipation); 32(1)105(of
drug change impact); 32(1)121(false positive functional analysis and
treatment failure); 32(1)151(of the function of migraine reports);
32(4)631(of language disorders related to emotional/behavioral dis-
orders); 32(4)655(of bullying/victim status and behavior patterns);
32(4)673(characteristics and approaches to curriculum).
Behavior Analysis or Behavior Modification: 31(2)239(cultural
sensitivity in the application of — Discussion Article); 32(2)343(ABA/
VB treatments for autism — Book Review).
Behavior Therapy: 31(3)395(cognitive behavioral treatment
— Discussion Article)
Education: 31(1)55(special vs general education class place-
ment); 31(1)111(early childhood education and care — Book Review);
31(2)153(task difficulty); 31(2)203(choosing assignments); 31(2)223(ser-
CUMULATIVE SUBJECT INDEX 707
vice learning — Program Description); 31(3)351(ev ners based class-
room management practices — Review Article); 31(3)381(sex education
for persons with autism — Review Article); 32(1 :7 8(evidence-based
education — Book Review); 32(3)471(educating through the physical
— rationale — Discussion Article).
Feedback: 31(3)333(posting a child engagement report);
2)189(on early literacy performance and classroom environment);
4)537(on teacher performance in class wide PBIS for students with
EBD — Program Description).
Guidance: 31(1)39(active supervision); 31(3)297(guided com-
pliance); 32(1)167(teacher small talk as); 32(2)213(audio prompting);
32(2)231 (highlighting problems); 32(3)421(guided notes — Review Ar-
ticle).
Instruction: 32(1)37(interactive reading materials); 32(2)267(op-
portunities to respond).
Interventions: 31(1)73(early childhood intervention programs
Review Article); 31(3)267(multisensory components); 31(3)417(re-
sponse to intervention as a set of principles — Discussion Article);
31(4)565(identification and treatment of anxiety in students with
emotional or behavior disorders — Review Article); 31(4)593(for girls
with emotional and behavioral disabilities); 32(1)1(function-based ac-
ademic); 32(1)175(global policies on the mental health of children and
adolescents — Book Review); 32(2)243(function based); 32(2)279(for
mathematics computation problems — Review Article); 32(2)313(sen-
sory motor programs, sensory integration, and tinted lenses — Re-
view Article); 32(3)445(for prevention of violence and substance abuse
— Program Description); 32(3)487(policies for use of physical restraint
— Discussion Article); 32(4)513(praise, ignoring, and rules — Discus-
sion Article); 32(4)573(functional assessment based).
Modeling: 32(3)403(video modeling — Review Article)
Peer Mediated Interventions: 31(2)119 (class wide peer tutor-
ing); 32(2)243(function based).
Reinforcement: 31(2)213(non contingent); 31(3)297(contin-
gent access to preferred items); 32(3)371(contingency a density);
32(4)551 (praise notes); 32(4)605(quality and duration).
Self-recording: 31(4)549(self monitoring with hand held com-
puter).
Technologies: 31(4)549(self monitoring with hand held com-
puter).
Training: 31(1)1(Positive Behavior Interventions and Supports);
31(1)27(pre teaching, rewards, and prompting); 31(4)445(School
708 CUMULATIVE SUBJECT INDEX
Wide Positive Behavior Support); 31(4)521(function-based support);
32(1)21(functional communication); 32(1)63(behavioral skills vs. in
situ); 32(3)359(behavioral skills, in situ, and incentives).
SPECIALIZED ARTICLES
Book Reviews: 31(1)111(New Directions for Early Childhood
Education and Care in the 21* Century: International Perspectives);
31(3)433(Functional Behavior Assessment for People with Autism:
Making Sense of Seemingly Senseless Behavior); 32(1)175(Mental
Health of Children and Adolescents: An Area of Global Neglect);
32(1)178(Advances in Evidence-Based Education: A Road Map to Evi-
dence-Based Education); 32(2)343(Educate Toward Recovery: Turning
the Tables on Autism).
Discussion Articles: 31(2)239(cultural sensitivity in the applica-
tion of behavior principles to education); 31(3)395(clinical consider-
ations for cognitive behavioral treatment for young children with ob-
sessive compulsive disorder); 31(3)417(response to intervention as a
set of principles); 32(3)471(educating through the physical - rationale);
32(3)487(a review of state policies concerning the use of physical re-
straint procedures in schools); 32(4)513(the value of praise, ignoring,
and rules for preschoolers at risk for behavior disorders).
Program Descriptions: 31(2)223(a service-learning model for at-
risk adolescents); 32(3)445(violence and substance abuse prevention
for urban African American youth attending an alternative education
program); 32(4)537(an integrity tool for class wide PBIS for students
with EBD).
Review Articles: 31(1)73(early childhood intervention §pro-
grams); 31(3)351(evidence-based practices in classroom management);
31(3)381(addressing the sexuality and sex education of individuals
with autism spectrum disorders); 31(4)565(identification and treat-
ment of anxiety in students with emotional or behavior disorders);
32(2)279(simple and moderate intensity interventions for mathemat-
ics computation problems); 32(2)313(of sensory motor programs, sen-
sory integration, and tinted lenses as interventions for academic par-
ticipation) ; 32(3)403(of video modeling with students with emotional
and behavior disorders); 32(3)421(a meta-analytic review of guided
notes).
ANNUAL AUTHOR INDEX
Annual Author Index 2009
ETC Volume 32
February 2009 — November 2009
ANDELMAN, Marc S. See CHRISTENSEN, Tory J., 89-103.
ANDRA, Peggy R. See SKINNER, Janna N., 243-266.
ARVANS, Rebecca K.; LEBLANC, Linda A.: Functional Assessment
and Treatment of Migraine Reports and School Absences in an
Adolescent with Asperger’s Disorder, 151-166.
AYVAZO, Shiri. See ELDAR, Eitan, 471-486.
BAILEY, Jody. See CARNAHAN, Christi, 37-61.
BAKER, Sonia D.; LANG, Russell; O’REILLY, Mark: Review of Video
Modeling with Students with Emotional and Behavioral Disorders,
403-420.
BALL, Carrie; GETTINGER, Maribeth: Monitoring Children’s Growth
in Early Literacy Skills: Effects of Feedback on Performance and
Classroom Environments, 189-212.
BARBER, Brian R. See GAGNON, Joseph C., 673-696.
BEAVERS, Gracie. See PAN-SKADDEN, Jennifer, 359-370.
BENNER, Gregory J.; MATTISON, Richard E.; NELSON, J. Ron.;
RALSTON, Nicole C.: Types of Language Disorders in Students
Classified as ED: Prevalence and Association with Learning Disabilities
and Psychopathology, 631-653.
BENSON, Jaime L. See CODDING, Robin S., 279-312.
BERG, Wendy K. See HARDING, Jay W., 21-36.
BOSCH, Amanda. See MILTENBERGER, Raymond, 63-75.
BOSCH, Joni J. See CHRISTENSEN, Tory J., 89-103.
BREITWIESER, Carrie Brower. See MILTENBERGER, Raymond, 63-
fos
BRUHN, Allison L. See LANE, Kathleen Lynne, 573-604.
CARNAHAN, Christi; MUSTI-RAO, Shobana; BAILEY, Jody:
Promoting Active Engagement in Small Group Learning Experiences
for Students with Autism and Significant Learning Needs, 37-61.
CARSWELL, Steven B.; HANLON, Thomas E.; O’GRADY, Kevin E.;
710 ANNUAL AUTHOR INDEX
WATTS, Amy M.; POTHONG, Pattarapan: A Preventive Intervention
Program for Urban African American Youth Attending an Alternative
Education Program: Background, Implementation, and Feasibility,
445-469.
CARTER, Mark. See HYATT, Keith J., 313-342.
CASEY, Amy. See LANE, Kathleen Lynne, 573-604.
CHARLTON, Cade T. See WHEATLEY, Rikki K., 551-571.
CHO, Jeong-il; HENDERSON, Jo M.; MOCK, Devery R.: Bullying
Status and Behavior Patterns of Preadolescents and Adolescents with
Behavioral Disorders, 655-671.
CHRISTENSEN, Tory J.; RINGDAHL, Joel E.; BOSCH, Joni J.;
FALCOMATA, Terry S.; LUKE, Jeffrey R.; ANDELMAN, Marc S.:
Constipation Associated with Self-Injurious and Aggressive Behavior
Exhibited by a Child Diagnosed with Autism, 89-103.
CODDING, Robin S.; HILT-PANAHON, Alexandra; PANAHON,
Carlos J.; BENSON, Jaime L.: Addressing Mathematics Computation
Problems: A Review of Simple and Moderate Intensity Intervention,
279-312.
COOKE, Nancy L.; MACKIEWICZ, Sara Moore; WOOD, Charles
L.; HELF, Shawnna: The Use of Audio Prompting to Assist Mothers
with Limited English Proficiency in Tutoring their Pre-Kindergarten
Children on English Vocabulary, 213-229.
CRNOBORI, Mary. See LANE, Kathleen Lynne, 573-604.
DONALDSON, Jeanne. See PAN-SKADDEN, Jennifer, 359-370.
EISNER, Shanna L. See LANE, Kathleen Lynne, 573-604.
ELDAR, Eitan; AYVAZO, Shiri: Educating Through the Physical -
Rationale, 471-486.
EVELEIGH, Elisha. See KONRAD, Moira, 421-444.
EWING, Sam. See JEFFREY, Jennifer L., 537-550.
FALCOMATA, Terry S. See CHRISTENSEN, Tory J., 89-103.
FARRELL, Ellen. See HAUSMAN, Nicole, 77-87.
FILTER, Kevin J.; HORNER, Robert H.: Function-Based Academic
Interventions for Problem Behavior, 1-19.
FRIEDER, Jessica E. See PETERSON, Stephanie M., 605-630.
FUNKE, Laura. See LANE, Kathleen Lynne, 573-604.
ANNUAL AUTHOR INDEX
GABLE, Robert A. See HESTER, Peggy P., 513-535.
GAGNON, Joseph C.; BARBER, Brian R.; VAN LOAN, Christopher;
LEONE, Peter E.: Juvenile Correctional Schools: Characteristics and
Approaches to Curriculum, 673-696.
GETTINGER, Maribeth. See BALL, Carrie, 189-212.
GROSS, Amy. See MILTENBERGER, Raymond, 63-75.
GRSKOVIC, Janice A. See KERCOOD, Suneeta, 231-241.
HANLEY, Gregory P. See INGVARSSON, Einar T., 371-401.
HANLON, Thomas E. See CARSWELL, Steven B., 445-469.
HARDING, Jay W.; WACKER, David P.; BERG, Wendy K.;
WINBORN-KEMMERER , Lisa; LEE, John F.; IBRAHIMOVIC,
Muska: Analysis of Multiple Manding Topographies during
Functional Communication Training, 21-36.
HAUSMAN, Nicole; KAHNG, SungWoo; FARRELL, Ellen;
MONGEON, Camille: Idiosyncratic Functions: Severe Problem
Behavior Maintained by Access to Ritualistic Behaviors, 77-87.
HAYDON, Todd; MANCIL, G. Richmond; VAN LOAN, Christopher:
Using Opportunities to Respond in a General Education Classroom:
A Case Study, 267-278.
HELF, Shawnna. See COOKE, Nancy L., 213-229.
HENDERSON, Jo M. See CHO, Jeong-il, 655-671.
HENDRICKSON, Jo M. See HESTER, Peggy P., 513-535.
HESTER, Peggy P.; HENDRICKSON, Jo M.; GABLE, Robert A.: Forty
Years Later—The Value of Praise, Ignoring, and Rules for Preschoolers
at Risk for Behavior Disorders, 513-535.
HILT-PANAHON, Alexandra. See CODDING, Robin S., 279-312.
HORNER, Robert H. See FILTER, Kevin J., 1-19.
HYATT, Keith J.; STEPHENSON, Jennifer; CARTER, Mark: A Review
of Three Controversial Educational Practices: Perceptual Motor
Programs, Sensory Integration, and Tinted Lenses, 313-342.
IBRAHIMOVIC, Muska. See HARDING, Jay W., 21-36.
INGVARSSON, Einar T.; HANLEY, Gregory P.; WELTER, Katherine
M.: Treatment of Escape-Maintained Behavior with Positive
Reinforcement: The Role of Reinforcement Contingency and Density,
371-401.
71izZ ANNUAL AUTHOR INDEX
JEFFREY, Jennifer L.; MCCURDY, Barry L.; EWING, Sam; POLIS,
Dustin: Classwide PBIS for Students with EBD: Initial Evaluation of
an Integrity Tool, 537-550.
JOSEPH, Laurice M. See KONRAD, Moira, 421-444.
JOSTAD, Candice. See MILTENBERGER, Raymond, 63-75.
KAHNG, SungWoo. See HAUSMAN, Nicole, 77-87.
KAMPS, Debra M. See SKINNER, Janna N., 243-266.
KERCOOD, Suneeta; GRSKOVIC, Janice A.: The Effects of High-
lighting on the Math Computation Performance and Off-task Behavior
of Students with Attention Problems, 231-241.
KONRAD, Moira; JOSEPH, Laurice M.; EVELEIGH, Elisha: A Meta-
Analytic Review of Guided Notes, 421-444.
KNUDSON, Peter. See MILTENBERGER, Raymond, 63-75.
KRETZER, James K. See LANE, Kathleen Lynne, 573-604.
LANE, Kathleen Lynne; EISNER, Shanna L.; KRETZER, James K.;
BRUHN, Allison L.; CRNOBORI, Mary; FUNKE, Laura; LERNER,
Tara; CASEY, Amy: Outcomes of Functional Assessment-Based
Interventions for Students With and At Risk for Emotional and
Behavioral Disorders in a Job-share Setting, 573-604.
LANG, Russell. See BAKER, Sonia D., 403-420.
LEBLANC, Linda A. See ARVANS, Rebecca K., 151-166.
LEE, John F. See HARDING, Jay W., 21-36.
LEONE, Peter E. See GAGNON, Joseph C., 673-696.
LERNER, Tara. See LANE, Kathleen Lynne, 573-604.
LUKE, Jeffrey R. See CHRISTENSEN, Tory J., 89-103.
MACKIEWICZ, Sara Moore. See COOKE, Nancy L., 213-229.
MANCIL, G. Richmond. See HAYDON, Todd, 267-278.
MANN, Amanda J.; MUELLER, Michael M.: False Positive Functional
Analysis Results as a Contributor of Treatment Failure During
Functional Communication Training, 121-149.
MATTISON, Richard E. See BENNER, Gregory J., 631-653.
MCCOMAS, Jennifer J. See MOORE, Timothy R., 105-119.
MCCURDY, Barry L. See JEFFREY, Jennifer L., 537-550.