Table Of Content

lo. 4, 2010 VOLUMES 31-33 SUBJECT AND VOLUME 33 AUTHOR INDICES The cumulative subject index lists articles (chronologically) by what, to my best judgment, represents the various general categories (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 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., 33(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 33 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(incarcerated or committed youth); 32(1)175(global policies on the mental health of children and adolescents — Book Review). Autistic Children: 31(1)27(elementary); 31(3)297(preschoolers); 31(3)381(sex education — Review Article); 3 1(3)433(functional behavior assessment for — Book Review); 32(1)37(elementary 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); 33(2)223(young child); 33(2)326(generalization learning in natural environments — Book Review); 33(3)339(adolescents and young adults); 33(3)351(nine, 11, and 12 year old); 33(3)371(seven to 11 year old); 33(3)395(four, five, and eight year old); 33(3)421(five Pages 659-672 660 CUMULATIVE SUBJECT INDEX year old); 33(3)443(preschoolers); 33(3)457(four and five year old); 33(3)475(five, six, and seven year old); 33(4)647(solutions for children with — Book Review). Behavior Disordered Children: 31(3)307(K-12); 31(4)549(elementary); 31(4)565(identification and treatment of anxiety in — Re- view Article); 31(4)593(girls); 32(3)403(video modeling with — Review 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); 33(1)1(Ado- lescents); 33(4))5588 5(school aged); 33(4)561(at risk kindergarteners and first grader); eo 33(4)601(elementary). Children: 31(3)3to9 e5igh(t yfeair voldes with obsessive compulsive disorder — Discussion Article); 32(1)63(six and seven year olds); 32(1)175(global pomers on the mental health of children and adolescents — Book Review); 32(3)359(four and five year olds); 33(1)65(with oppositional defiant disorder); 33(2)289(with CHARGE Syndrome — Discussion Article). Elementary School Students: 31(2)153(first and third graders); 31(2)167(first and third graders); 31(3)267(second graders); 31(4)445(kindergarteners through fifth graders); 32(1)1(fourth graders); 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); 33(1)23(second graders at risk for reading failure). Handicapped Children: 31(3)333(preschooler with developmental 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); 33(1)49(preschoolers with developmental disabilities); 33(1)177(community support for — Book Review). Hyperactive Children: 33(2)205(high school). 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 CUMULATIVE SUBJECT INDEX 661 school); 32:39 (1)115(and reading comprehension — Review Article); 33(2)187(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); 33(2)223(mother of a young child with autism);3 3(2)235(parental use of time-out — Review Article). Preschool/Kindergarten Children: 31(2)183(Head Start); 32(1)21(with problem behavior); 32(2)2133 (w ith limited English proficiency); 32(3)371(three year olds); 33(2)261(low income, urban, ethnic minority — Program Description). 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); nn to intervention as a set of principles — Discussion Article); 32(2)279(interventions for mathematics computation problems — Review Article);3 2(3)421(using guided notes with — Review Article); 32(3)471(developing pro social skills for — Discus- sion Article); 32(3)4 oo for use of physical restraint with — Dis- cussion Article); 33(4)513(positive behavior support for — Discussion Article). Teachers: 31(1)i(elementary); 31(1)39(high school); 31(1)111 (early childhood education and care — Book Review); 31(2)119 (middle school); 31(3)333(preschool); 31(3)351(classroom management — Re- view Article); 31(4)445(kindergarten through fifth grade); 31(4)521(elementary); 32(2)189(kindergarten); 32(2)243(first grade); 32(4)537(elementary and middle emotional support — Program Description); 33(1)85(pre service teachers); 33(1)153(use of functional analysis — Re- view Article); 33(2)261(teacher-child interaction training — Program Description); 33(2)315(teaching — Book Review); 33(4)513(and positive behavior support — Discussion Article); 33(4)497(and stakeholder utility and school-wide data for measurement, feedback, and evaluation — Discussion Article); 33(4)585(perceptions of Corrective Reading); 33(4)5 oe of systematic screening procedures — Program Descrip- tion); 33(4 )623(juvenile justice). CUMULATIVE SUBJECT INDEX 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 assignments); 31(3)267(decoding skills); 31(3)307(academic processing speed) ; 31(4)501(and mental health needs and special education status); 31(4)549(on-task); 32(1)1(task engagement and problem behavior); 32(1)37(reading); 32(1)167(out of seat); 32(2)189(early literacy); (2)213(English vocabulary); 32(2)231(math computation and off a behavior); 32(2)267(science class responses); 32(2)279(interventions for mathematics computation problems — Review Article) 32(2)313(sensory motor programs, sensory integration, and tinted lenses as interventions for academic participation — Review Article); 2(3)421(guided notes — Review Article); 32(4)573(academic en- gaged time); 32(4)673(characteristics and approaches to curriculum) ; 33(1)1(math and language arts); 33(1)115(reading comprehension - Review Article); ee iding comprehension); 33(2)205(on-task during study hall); 33(2)261(teacher-child interaction training — Pro- gram Description); 33(2)289(education of children and youth with CHARGE Syndrome — Discussion Article);3 3(4)55 85(teachers’ and students’ perceptions of Corrective Reading); 33(4)601(gender as a predicator of academic performance). Functional Living Skills: 31(2)213(tub standing); 31(2)223(service 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); 33(2)223(food selectivity); 33(2)326(generalization in natural environments — Book Review); 33(3)339(vocational skills)3;3 (3)351(video game playing); 33(3)421(play skills); 33(3)443(hand_ washing); 33(3)457(play skills). Parent: 31(1)73(child maltreatment — Review Article); 31(1)111 (early childhood education and care— Book Review); 32(2)213(teaching English vocabulary); 33(2)235(parental use of time-out — Review Article). CUMULATIVE SUBJECT INDEX 663 Professional: 31(4)475(quality indicators in single case research). Social: 31(1)27(social skills); 31(1)39(tardies); 31(2 See tions); 31(2) 183(Social Skills Rating Scale for Teachers); 31(3)297(compliance with instructions); 31(3)333(play); 31(3)381(sex education — Review Article); 31(3)395(obsessive compulsive disorder — Discus- sion Article); 31(4)445(antisocial behavior); 31(4)565(anxiety — Review Article); 31(4)593(emotional and behavioral disabilities); 32(1)21(aggressive); 32(1)77(aggressive and communicative); 32(1)89(aggressive); 32(1)105(aggressive); 32(1)121(aggressive); 32(1)175(global 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(violence 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); 33(1)23(disruptions and off task); 33(1)49(mands); 33(1)65(inappropriate behavior, compliance, and engagement); 33(1)177(community support — Book Review); 33(3)371(social expres- sions); 33(3)395(eye contact and vocal behavior); 33(3)475(social ini- tiations); 33(4)561(chronic disruption); 33(4)647(freedom from meltdowns — Book Review). Teacher: 31(1)1(Positive Behavior Interventions and Se 31(1)111(early childhood education and care — Buok Review); 31(2)119 (praising, reprimanding, instructing, or listening); 31(3)333(Ef acilitat- ing play); 31(3)351(evidence-based classroom management practices — Review Article); 31(4)445(Positive Behavior Support); 31(4)521(function-based support); 32(3)487(policies for use of physical restraint — Discussion Article); 32(4)537(performance in ae wide PBIS for students with EBD — Program Description); 33(1)85(communication, eggs solving, and aggression); 33(2)315(teaching — Book Review); 33(4)513(positive behavior support for — Discussion Ar- ticle); 33(4 5139(and positive behavior support — Discussion Article); 33(4)497(and stakeholder utility and school-wide data for measurement, feedback, and evaluation — Discussion Article); 33(44 )537 (use of systematic screening procedures — Program Description);3 3 3(4) 23(job satisfaction). CUMULATIVE SUBJECT INDEX PROCEDURES Anbenemant: 31(2)167(brief assessments for selecting interventions); 31(2 i3 3(validation of the Social 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 disorders); 32(4)655(of bullying/victim status and behavior patterns); 32(4)673(characteristics and approaches to curriculum); 33(1)65(re- vised edition of the school observation coding system); 33(1)85(of relationships among communication, problem solvi ing, and aggression); 33(1)153(functional analysis — Review Article);3 3(4)513(and positive behavior support — Discussion Article); 33(4)497(stakeholder utility and school-wide data for measurement, feedback, and evaluation — Discussion Article); 33(4)537(use of systematic screening procedures — Program Description); 33(4)623(of job satisfaction);3< 3(4)601 (gender as a predicator of academic performance). Behavior Analysis or Behavior Modification: 31(2) cultural sensitivity in the application of — Discussion Article); 32 es 3(ABA/ VB treatments for autism — Book Review). Behavior Therapy: 31(3)395(cognitive behavioral treatment — Discussion Article) Choice: 33(1)1(effects on engagement, task completion, and ac- curacy). 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(service learning — Program Description); 31(3)351(evidence-based classroom management practices — Review Article); 31(3)381(sex education for persons with autism — Review Article); 32(1)178(evidence-based education — Book Review); 32(3)471(educating through the physical — rationale — Discussion Article); 33(2)289(of children and youth with CUMULATIVE SUBJECT INDEX CHARGE Syndrome — Discussion Article). Extinction: 33(2)223(of escape). Feedback: 31(3)333(posting a child engagement report); a5 2 (2)189(on early literacy performance and classroom environment); 35 22( 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 compliance); 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); 33(2)315(teaching - Book Review); 33(4)585(teachers’ and students’ perceptions of Corrective Reading). Interventions: 31(1)73(early childhood intervention programs — Review Article); 31(3)267(multisensory components); 31(3)417(response 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);3 2(1)1(function-based academic); 32(1)175(global policies on the mental health ofa aa ren and adolescents — Book Review); 32(2)243(function based); 32(2)279(for mathematics computation problems — Review Article); 32(2)313(sensory 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); 33(1)23(based on functional analysis in the classroom); 33(1l) 177(antecedent assessment and intervention — Book Review); 33 (2)326(for generalization 33a in natural environments — Book Review);3 3(4)561(function-based); 33(4)647(solutions for meltdowns — Book Review). Modeling: 32(3)403(video modeling - Review Article); 33(3)339(video modeling); 33(3)371(video modeling); 33(3)421(video priming and video modeling); 33(3)443(video modeling); 33(3)457(video modeling). Peer Mediated Interventions: 31(2)119 (class wide peer tutor- ing); 32(2)243(function based). 666 CUMULATIVE SUBJECT INDEX Promptin° g: - 3223 (1)115c (usi—e ng s. tory= grvea mmar . to .i mpro" veO n comprer-o hension — Review Article). Reinforcement: 31(2)213 a contingent); 31(3)297(contingent access to preferred items); 32(3)371(contingency and density); 32(4)551(praise notes); 32(4)60 5(quality and duration). Self-recording: 31(4)549(self monitoring with hand held com- puter); 33(2)187(self monitoring and active responding);3 3(2)205(self monitoring and reinforcement); 33(3)475(video feedback and self monitoring). Time Out: 33(2)235(parental use of time-out — Review Article). 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 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); 33(1)49(functional communication); 33(2)261(teacher-child interaction training — Program Description); 33(3)351 (activity schedules, prompt fading, and video modeling); 33(3)395(prompting, video modeling, and reinforcement). 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); 33(1)177(Antecedent Assessment and Interven- tion: Supporting Children and Adults with Developmental Disabili- ties in Community Settings); 33(2)315(Teaching to change the world); 33(2)326(Real life, real progress for children with autism spectrum disorder: Strategies for successful generalization in natural environments); 33(4)647(Freedom from meltdowns: Solutions for children with autism). CUMULATIVE SUBJECT INDEX Discussion Articles: 31(2)239(cultural sensitivity in the application of behavior principles to education); 31(3)395(clinical consid- erations for cognitive behavioral treatment for young children with obsessive compulsive disorder); 31(3)41 7(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 restraint procedures in schools); 32(4)513(the value of praise, ignoring, and rules for preschoolers at risk for behavior disorders); 33(2)289(the education of children and youth with CHARGE Syn- drome); a 3(decision-making in school-wide positive behavior support); 33(4)497(stakeholder utility and school-wide data for measurement, feedback, and evaluation). 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); a3 integrity tool for class wide PBIS for students with EBD); 33(2)261(teacher- child interaction training); 33(4)537(use of spatial screening procedures to identify students who are non responsive to primary prevention). Review Articles: 31(1)73(early childhood intervention programs); 31(3)351(evidence-based practices in classroom management); 31(3)381(addressing the sexuality and sex education of indi- viduals with autism spectrum disorders); 31(4)565(identification and treatment of anxiety in students with emotional or behavior disorders);3 2(2)279(simple and moderate intensity interventions for mathematics computation problems); 32(2)313(of sensory motor programs, sensory integration, and tinted lenses as interventions for academic participation); 32(3)403(of video modeling with students with emotional and behavior disorders); 32(3)421(a meta-analytic review of guided notes); 33(1)115(using story grammar to improve —— sion); 33(1)153(functional analysis procedures in public school set tings); 33(2)235(parental use of time-out). ANNUAL AUTHOR INDEX Annual Author Index ETC Volume 33 February 2010 — November 2010 ALBER-MORGAN, Sheila R. See CRABTREE, Tim, 187-203. ALTER, Peter J. See SCOTT, Terrance M., 513- ALLEN, Keith D.; WALLACE, Dustin P.; RENES, Diana; BOWEN, Scott L.; BURKE Ray V.: Use of Video Modeling to Teach Vocational Skills to Adolescents and Young Adults with Autism Spectrum Disorders, 339-349. BAGNER, Daniel M.; BOGGS, Stephen R.; EYBERG, Sheila M.: Evidence-Based School Behavior Assessment of Externalizing Behavior in Young Children, 65-83. BERG, Wendy. See WINBORN-KEMMERER, Lisa, 49-64. BLAKE, Kim. See SMITH, Katherine G., 289-314. BLUM-DIMAYA, Alyssa; REEVE, Sharon A; REEVE, Kenneth F.; HOCH, Hannah: Teaching Children with Autism to Play a Video Game Using Activity Schedules and Game-Embedded Simultaneous Video Modeling, 351-370. BOELTER, Eric. See WINBORN-KEMMERER, Lisa, 49-64. BOGGS, Stephen R. See BAGNER, Daniel M., 65-83. BORGMEIER, Chris. See SCOTT, Terrance M., 513-535. BOWEN, Scott L. See ALLEN, Keith D., 339-349. BUDD, Karen S. See GERSHENSON, Rachel A., 261-287. BURKE, Ray V. See ALLEN, Keith D., 339-349. CAN, Gurrhan. See KURTYILMAZ, Yildiz, 85-114. CARPENTER, Michael H. See CHARLOP, Marjorie H., 371-393. CHARLOP, Marjorie H.; DENNIS, Brian; CARPENTER, Michael H.; GREENBERG, Alissa L.: Teaching Socially Expressive Behaviors to Children with Autism Through Video Modeling, 371-393. CLARK, Heather Griller. See MATHUR, Sarup R., 493-496. CRABTREE, Tim; ALBER-MORGAN, Sheila R.; KONRAD, Moira: The Effects of Self-Monitoring of Story Elements on the Reading