Table Of Content

EDUCATION AND TREATMENT OF CHILDREN Vol. 34, No. 4, 2011 VOLUMES 31-34 SUBJECT AND VOLUME 34 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. n 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., 34(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 34 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). Children: 31(3)395(five to eight year olds with obsessive compulsive 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); 33(1)65(with oppositional defiant disorder); 33(2)289(with CHARGE Syndrome - Discussion Article). Children with Autism: 31(1)27(elementary); 31(3)297(preschoolers); 31(3)381(sex education — Review Article); 31(3)433(functional Pages 649-664 650 CUMULATIVE SUBJECT INDEX 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 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)649(solutions for children with — Book Review); 34(2)259(a community-based intensive behavioral intervention program — Program Description); 34(2)287(success strategies for teaching kids with autism — Book Review); 34(2)290(a guide to improving outcomes for students with autism spectrum disorders — Book Review); 34(3)413(effective programs for treating - Book Review). Children with Behavior Disorders: 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)539(school aged); 33(4)579(at risk kindergarteners and first grader); 33(4)627(elementary); 334(1)15(middle school); 34(1)141(elementary — Review Article); 34(3)299(elementary school student); 34(3)323(in urban elementary, middle, and high school); 34(4)423(research directions for the field of emotional or behavior disorders — Discussion Article); 34(4)469(relations among language, behavior, cognitive ability, and academic performance of); 34(4)489(effective practices in alternative education settings for — Review Article); 34(4)535(elementary-aged). Children with Disabilities: 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). Children with Hyperactivity: 33(2)205(high school). Children with Learning Disabilities: 31(1)55(high school); 31(2)203(high school); 33(1)115(and reading comprehension — Review CUMULATIVE SUBJECT INDEX 651 Article); 33(2)187(high school); 34(1)81(second graders with reading disabilities). 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); 34(1)1(sixth and seventh graders); 34(1)61(fifth graders); 34(1)115(at risk for reading failure); 34(2)247(first grader at risk for failure); 34(3)347(five and six year olds) High School Students: 32(1)167(ninth grader); 34(2)167(drop out rates); 34(4)593(an iterative process for intervention development — Discussion Article). Infants/Toddlers: 31(2)213(16 month old). Middle School Students: 31(2)119 (urban and suburban); 34(2)229(seventh graders). 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); 33(2)235(parental use of time-out — Review Article). Preschool/Kindergarten Children: 31(2)183(Head Start); 32(1)21(with problem behavior);3 2(2)213(with limited English proficiency); 32(3)371(three year olds); 33(2)261(low income, urban, ethnic minority — Program Description); 34(3)373(with developmental delays). Principals: 32(4)673(of juvenile corrections schools). Professionals: 31(4)475(single case researchers). School-Aged Children:3 1(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 computation 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); 33(4)499(positive behavior a for — Discussion Article); 34(2)193(middle and high school); 34(3)389(selective mutism 652 CUMULATIVE SUBJECT INDEX — Discussion Article); 34(4)445(social validity of a positive behavior interventions and support model for); 34(4)551(elementary and middle school);3 4(4)619(elementary and high school, with and without behavior disorders). Teachers: 31(1)1(elementary); 31(1)39(high school); 31(1)111 (early childhood education and care— Book Review); 31(2)119 (middle school); 31(3 ae oe 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)499(and positive behavior support — Discussion Article); 33(4)523(and stakeholder utility and school-wide data for measurement, feedback, and evaluation — Discussion Article); 33(4)539(perceptions of Corrective Reading); 33(4)555(use of systematic screening procedures — Program Descrip- tion); 33(4)603(juvenile justice); 34(1)35(middle school); 34(2)209(high school); 34(2)229(middle school); 34(3)411(teaching methods that really work: evidence based methods of instruction — Book Review). Youth: 32(3)445(at risk for violence and substance abuse — Pro- gram Description); 34(4)511(juvenile detainees). BEHAVIOR 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); 32(2)213(English vocabulary); 32(2)231(math computation and off task 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); 32(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 — - Review Article); 33(2)187(reading comprehension); 33(2)205(on-task CUMULATIVE SUBJECT INDEX 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); 33(4)539(teachers’ and students’ perceptions of Corrective Reading); 33(4)627(gender as a predicator of academic performance); 334(1)15(IQ, achievement, and school ae 34(1)61(math assignment completion and accuracy); 34(1)81(reading decoding accuracy); 34(1)115(oral reading fluency a 34(1)141(social adjustment — Review Article); 34(2)229(on task, correct responses, and test scores); 34(2)247(math fluency skills); 34(3)299(math group participation); 34(3)323(inclusion and math achievement); 34(3)347(literacy); 34(3)373(phonemic awareness skills); 34(4)535(math word problem solving). 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); 33(3)351(video game playing); 33(( 3)421(play skills); 33(3)443(hand washing); 33(3)457(play skills); 34(2)259(a community-based intensive behav- iovel intervention ee for individuals with autism spectrum disorders — Program Description). 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). Professional: 31(4)475(quality indicators in single case research). Social: 31(1)27(social skills); 31(1)39(tardies); 31(2)119(disruptions); 31(2)183(Social Skills Rating 1 g S OC ale for Teachers); 31(3)297(compliance with instructions); 31(33))3 a3“" : °°> (play); 31(3)381(sex education — Review Article); 31(3)395(obsessive aro e disorder — Discus- sion Article); 31(4)445(antisocial behavior); 31(4)565(anxiety — Review Article); 31(4)593(emotional and behavioral ee 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(disrup- —_ 32(3)403(emotional/behavior disorders — Review Article); 32(3)445 a and substance abuse preven—t Piroogrnam Descrip- tion); 3 (3)471(developing pro social skills in physical education — 654 CUMULATIVE SUBJECT INDEX Discussion 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 ex- pressions); 33(3)395(eye contact and vocal behavior); 33(3)475(social initiations); 33(4)579(chronic disruption); 33(4)649(freedom from meltdowns — Book Review); 34(1)1(anger and violence); 34(2)167(suspension and drop out rates); 34(2)193(recidivism in disciplinary alternative education placements); 34(3)323(mental health referrals); 34(3)389(selective mutism — Discussion Article; 34(4)511(recidivism); 34(4)551(problem behavior at school); 34(4)575(direct behavior rating of — Discussion Article). 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); sg ac ga Support); 31(4)521(function-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); 33(1)85(communication, problem solving, and aggression); 33(2)315(teaching — Book Review) ; 33(4)499(positive behavior support for — Discussion Ar- ticle); 33(4)499(and positive behavior support — Discussion Article); 33(4)523(and stakeholder utility and school-wide data for measurement, feedback, and evaluation — Discussion Article); 33(4)555(use of systematic screening procedures — Program Description); 33(4)603(job satisfaction); 34(1)35(use of praise); 34(2)209(behavior specific praise statements); 34(2)229(redirections and praises); 34(3)411(teaching methods that really work: evidence based methods of instruction — Book Review); 34(4)445(social validity of a positive behavior interventions and support model); 34(4)489(effective practices in alternative education settings — Review Article). PROCEDURES Assessment: 31(2)167(brief assessments for selecting interventions); 31(2)183(validation of the Social Skills Rating Scale for Teachers); 31(3)307(of academic processing speed’s relationship to academic and social skills); 31(3)433(functional behavior assessment — Book Review); 31(4)475(identifying quality indicators in single case research); 31(4)501(of relationships among academic achievement, CUMULATIVE SUBJECT INDEX mental health history, and special education status); 31(4)593(of teachers’ perceptions of girls with emotional and behavioral disabilities); 32(1)77(idiosyncratic 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(revised edition of the school observation cod- ing system); 33(1)85(of relationships among communication, problem solving, and aggression); 33(1)153(functional analysis — Review Ar- ticle); 33(4)499(and positive behavior support — Discussion Article); 33(4)523(stakeholder utility and school-wide data for measurement, feedback, and evaluation — Discussion Article); 33(4)555(use of systematic screening procedures — Program Description); 33(4)603(of job satisfaction); 33(4)627(gender as a predicator of academic performance); 34(3)347(mothers’ and teachers’ estimations of literacy levels); 34(3)389(behavior observations for linking assessment to treatment for selective mutism — Discussion Article); 34(4)445(social validity of a positive behavior interventions and support model); 34(4)469(of relations among language, behavior, cognitive ability, and academic performance); 34(4)575(direct behavior rating — Discussion Article); 34(4)619(of teacher and student behavior in elementary and high school classroom instructional contexts). 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); 34(4)423(research directions for the field of emotional or behavior disorders — Discussion Ar- ticle); 34(4)489(effective practices in alternative education settings for students with emotional or behavior disorders — Review Article). Behavior Therapy: 31(3)395(cognitive behavioral treatment Discussion Article) Choice: 33(1)1(effects on engagement, task completion, and accuracy). 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 Artic le); 31(3)381(sex education for persons with autism — Review Article); 32(1)178(evidence-based 656 CUMULATIVE SUBJECT INDEX education — Book Review); 32(3)471(educating through the physical — rationale — Discussion Article); 33(2)289(of children and youth with CHARGE Syndrome - Discussion Article). Extinction: 33(2)223(of escape). Feedback: 31(3)333(posting a child engagement report); 32(2)189(on early literacy performance and classroom environment); 32(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)539(teachers’ and students’ perceptions of Corrective Reading); 34(1)81(meaning and code-based); 34(1)141(Literacy — Review Ar- ticle); 34(2)229(single-student response versus unison hand raising strategies); 34(2)247(math fluency building); 34(2)287(success strategies for teaching kids with autism — Book Review); 34(2)290(a guide to improving outcomes for students with autism spectrum disorders — Book Review); 34(3)411(teaching methods that really work: evidence based methods of instruction — Book Review); 34(4)535(strategy- based). 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); 32(1)1(function- based academic); 32(1)175(global policies on the mental health of oe and adolescents — Book Review); 32(2)243(function based); 32(2)279(for mathematics computation problems — Review Ar- ticle); 32(2)313(sensory motor programs, sensory integration, and tinted lenses — Review 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, ig- noring, and rules — Discussion Article); 32(4)573(functional assessment based); 33(1)23(based on functional analysis in the classroom) ; 33(1)177(antecedent assessment and intervention — Book Review) 33(2)326(for generalization in natural environments — Book Review); CUMULATIVE SUBJECT INDEX 33(4)579(function-based); 33(4)649(solutions for meltdowns — Book Review); 34(1)1(booster sessions); 334(1)15(self-contained classrooms versus schools); 34(1)35(targeted training support and individualized assistance); 34(1)61(solution-focused brief counseling); 34(1)115(re- peated reading); 34(2)193(disciplinary alternative education place- ment); 34(2)259(a community-based intensive behavioral intervention program for individuals with autism spectrum disorders — Program Description); 34(3)323(school reform activities); 34(3)373(phonemic awareness program); 34(3)413(effective programs for treating autism spectrum disorder: applied behavior analysis models — Book Review); 34(4)511(basic versus enhanced transition services); 34(4)551(behavior education program); 34(4)593(an iterative process for interverition development — Discussion Article). Modeling: 32(3)403(video modeling - Review Article); 33(3)339(video modeling); 33(3 a ian modeling); 33(3)421(video priming and video modeling);3 43(video modeling); 33(3)457(video modeling); 34(3)299(video ee with iTouch). Peer Mediated Interventions: 35 1(2)119 (class wide peer tutor- ing); 32(2)243(function based). Prompting: 33(1)115(using story grammar to improve comprehension — Review Article). Reinforcement: 31(2)213(non contingent); 31(3)297(contingent access to preferred items); 32(3)371(contingency and density); 32(4)551 (praise notes); 32(4)605(quality and duration). Self-recording: 31(4)549(self monitoring with hand d held com- puter); 33(2)187(self monitoring and active responding); 33(2)205(self monitoring and reinforcement); 33(3)475(video feedback and self monitoring); 34(3)299(self monitoring). Time Out: 33(2)235(parental use of time-out — Review Article); 34(2)167(suspension). 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 658 CUMULATIVE SUBJECT INDEX — Program Description); 33(3)351(activity schedules, prompt fading, and video modeling); 33(3)395(prompting, video modeling, and reinforcement); 34(2)209(coaching with performance feedback). 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 Evidence-Based Education); 32(2)343(Educate Toward Recovery: Turning the Tables on Autism); 33(1)177(Antecedent Assessment and Intervention: Supporting Children and Adults with Developmental Disabilities 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)649(Freedom from meltdowns: Solutions for children with autism); 34(2)287(success strategies for teaching kids with autism); 34(2)290(bringing ABA in to your inclusive classroom: a guide to improving outcomes for students with autism spectrum disorders); 34(3)411(teaching methods that really work: evidence based methods of instruction); 34(3)413(effective programs for treating autism spectrum disorder: applied behavior analysis models). Discussion Articles: 35 1(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)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 restraint procedures in schools); 32(4)513(the value of praise, ig- noe and rules for preschoolers at risk for behavior disorders); 33(2)289(the education of children and youth with CHARGE Syn- one 33(4)499(decision-making in school-wide positive behavior support);3 3(4)523(stakeholder utility and school-wide data for measurement, feedback, and evaluation); 34(3)389(behavior observations for linking assessment to treatment for selective mutism); 34(4)423(research directions for the field of emotional or behavior disorders); 34(4)575(direct behavior rating); 34(4)593(an iterative process for intervention development).