Table Of Content

Volume 71 INDEX 2004-2005 AUTHORS Artiles, Alfredo J., Rueda, Robert, Salazar, Jésus Bob, Putting Self-Determination Into Practice, José, and Higareda, Ignacio, Within-Group 25 Diversity in Minority Disproportionate Repre- Kasahara, Maho and Turnbull, Ann P., Meaning of sentation: English Language Learners in Urban Family-Professional Partnerships: Japanese School Districts, 283 Mothers' Perspectives, 249 Brantlinger, Ellen, Jimenez, Robert, Klingner, Lai, Yuan and Ishiyama, F. Ishu, /nvolvement of Janette, Pugach, Marleen, and Richardson, Immigrant Chinese Canadian Mothers of Chil- Virginia, Qualitative Studies in Special Educa- dren With Disabilities, 97 tion, 195 MacArthur, Charles A., and Cavalier, Albert R., Broer, Stephen M., Doyle, Mary Beth, and Gian- Dictation and Speech Recognition Technology as greco, Michael F., Perspectives of Students With Accommodations in Assessments for Students Intellectual Disabilities About Their Experiences With Learning Disabilities, 43 With Paraprofessional Support, 415 McMaster, Kristen L., Fuchs, Douglas, Fuchs, Browder, Diane M., Karvonen, Meagan, Davis, Lynn S., and Compton, Donald L., Respond- Stephanie, Fallin, Kathy, and Courtade-Little, ing to Nonresponders: An Experimental Field Ginevra, The Impact of Teacher Training on Trial of Identification and Intervention Meth- State Alternate Assessment Scores, 267 ods, 445 Causton-Theoharis, Julie N. and Malmgren, Nelson, J. Ron, Benner, Gregory J., Lane, Kath- Kimber W., Increasing Peer Interactions for Stu- leen, and Smith, Benjamin W., An Investiga- dents With Severe Disabilities Via Paraprofes- tion of the Academic Achievement of K-12 sional Training, 431 Students With Emotional and Behavioral Disor- Dale, Philip S., Jenkins, Joseph R., Mills, Paulette ders in Public School Settings, 59 E., and Cole, Kevin N., Follow-Up of Children Nougaret, André A., Scruggs, Thomas E., and From Academic and Cognitive Preschool Curric- Mastropieri, Margo A., Does Teacher Educa- ula at 12 and 16, 301 tion Produce Better Special Education Teachers’, Fuchs, Lynn S, Fuchs, Douglas, and Compton, 21 Donald L., Monitoring Early Reading Develop- Odom, Samuel L., Brantlinger, Ellen, Gersten, ment in First Grade: Word Identification Flu- Russell, Horner, Robert H., Thompson, ency Versus Nonsense Word Fluency, 7 Bruce, and Harris, Karen R., Research in Spe- Gersten, Russell, Fuchs, Lynn S., Compton, Don- cial Education: Scientific Methods and Evi- ald, Coyne, Michael, Greenwood, Charles, dence-Based Practices, 137 and Innocenti, Mark S., Quality Indicators for Quinn, Mary Magee, Rutherford, Robert B., Group Experimental and Quasi-Experimental Leone, Peter E., Osher, David, and Poirier, Research in Special Education, 149 Jeffrey M., Youth With Disabilities in Juvenile Horner, Robert H., Carr, Edward G., Halle, Corrections: A National Survey, 339 James, McGee, Gail, Odom, Samuel, and Reid, Robert, Trout, Alexandra L., and Schartz, Wolery, Mark, The Use of Single-Subject Re- Michalla, Self-Regulation Interventions for search to Identify Evidence-Based Practice in Children With Attention Deficit/Hyperactivity Special Education, 165 Disorder, 361 Jitendra, Asha K., Griffin, Cynthia, Deatline- Rueda, Robert, Monzo, Lilia, Shapiro, Johanna, Buchman, Andria, DiPipi-Hoy, Caroline, Gomez, Juan, and Blacher, Jan, Cultural Mod- Sczesniak, Edward, Sokol, Natalie G., and els of Transition: Latina Mothers of Young Xin, Yan Ping, Adherence to Mathematics Pro- Adults With Developmental Disabilities, 401 fessional Standards and Instructional Criteria Sdenz, Laura M., Fuchs, Lynn S., and Fuchs, for Problem-Solving in Mathematics, 319 Douglas, Peer-Assisted Learning Strategies for Karvonen, Meagan, Test, David W., Wood, English Language Learners With Learning Dis- Wendy M., Browder, Diane, and Algozzine, abilities ,231 Exceptional Children Scheetz, Nanci A. and Gunter, Phillip, L., Online Xin,Yan Ping, Grasso, Edward, DiPipi-Hoy, Car- Versus Traditional Classroom Delivery of a oline M., and Jitendra, Asha, The Effects of Course in Manual Communication, 109 Purchasing Skill Instruction for Individuals Sinclair, Mary F., Christenson, Sandra L., and With Developmental Disabilities: A Meta- Thurlow, Martha L., Promoting School Com- Analysis, 379 pletion of Urban Secondary Youth With Emo- Ysseldyke, Jim., Nelson, J. Ruth, Christenson, tional or Behavioral Disabilities, 465 Sandra, Johnson, David R., Dennison, Thompson, Bruce, Diamond, Karen E., Amanda, Triezenberg, Heidi, Sharpe, Michael McWilliam, Robin, Snyder, Patricia, and Sny- and Hawes, Maureen, What We Know and der, Scott W., Evaluating the Quality of Evi- Need to Know About the Consequences of High- dence From Correlational Research for Stakes Testing for Students With Disabilities, 75 Evidence-Based Practice,181 TITLES Adherence to Mathematics Professional Standards Philip S., Jenkins, Joseph R., Mills, Paulette and Instructional Criteria for Problem-Solving E., and Cole, Kevin N., 301 in Mathematics, Jitendra, Asha K., Griffin, The Impact of Teacher Training on State Alternate Cynthia, Deatline-Buchman, Andria, DiPipi- Assessment Scores, Browder, Diane M., Karvo- Hoy, Caroline, Sczseniak, Edward, Sokol, Na- nen, Meagan, Davis, Stephanie, Fallin, Kathy, talie G., and Xin, Yan Ping, 319 and Courtade-Little, Ginevra, 267 An Investigation of the Academic Achievement of K- Increasing Peer Interactions for Students With Severe 12 Students With Emotional and Behavioral Disabilities Via Paraprofessional Training, Disorders in Public School Settings, Nelson, J. Causton-Theoharis, Julie N. and Malmgren, Ron, Benner, Gregory J., Lane, Kathleen, and Kimber W., 431 Smith, Benjamin W., 59 Involvement of Immigrant Chinese Canadian Moth- Cultural Models of Transition: Latina Mothers of ers of Children With Disabilities, Lai, Yuan and Young Adults With Developmental Disabilities, Ishiyama, F. Ishu, 97 Rueda, Robert, Monzo, Lilia, Shapiro, Jo- Meaning of Family-Professional Partnerships: Japan- hanna, Gomez, Juan, and Blacher, Jan, 401 ese Mothers' Perspectives, Kasahara, Maho and Dictation and Speech Recognition Technology as Ac- Turnbull, Ann P, 249 commodations in Assessments for Students With Monitoring Early Reading Development in First Learning Disabilities, MacArthur, Charles A., Grade: Word Identification Fluency Versus Non- and Cavalier, Albert R., 43 sense Word Fluency, Fuchs, Lynn S, Fuchs, Does Teacher Education Produce Better Special Edu- Douglas, and Compton, Donald L., 7 cation Teachers’, Nougaret, André A., Scruggs, Online Versus Traditional Classroom Delivery of a Thomas E., and Mastropieri, Margo A., 217 Course in Manual Communication, Sheetz, The Effects of Purchasing Skill Instruction for Indi- Nanci A. and Gunter, Phillip, 109 viduals With Developmental Disabilities: A Peer-Assisted Learning Strategies for English Lan- Meta-Analysis, Xin, Yan Ping, Grasso, Edward, DiPipi-Hoy, Caroline M., and Jitendra, Asha, guage Learners With Learning Disabilities, 379 Saenz, Laura M., Fuchs, Lynn S., and Fuchs, Evaluating the Quality of Evidence from Correla- Douglas, 231 tional Research for Evidence-Based Perspectives of Students With Intellectual Disabilities Practice, Thompson, Bruce, Diamond, Karen About Their Experiences With Paraprofessional E., McWilliam, Robin, Snyder, Patricia, and Support, Broer, Stephen M., Doyle, Mary Snyder, Scott W. 181 Beth, and Giangreco, Michael FE, 415 Follow-Up of Children From Academic and Cogni- Promoting School Completion of Urban Secondary tive Preschool Curricula at 12 and 16, Dale, Youth With Emotional or Behavioral Disabili- Summer 2005 ties, Sinclair, Mary F., Christenson, Sandra L., Self-Regulation Interventions for Children With At- and Thurlow, Martha L., 465 tention Deficit/Hyperactivity Disorder, Reid, Putting Self-Determination Into Practice, Karvo- Robert, Trout, Alexandra L., and Schartz, nen, Meagan, Test, David W., Wood, Wendy Michalla, 361 M., Browder, Diane, and Algozzine, Bob, 23 The Use of Single-Subject Research to Identify Evi- Qualitative Studies in Special Education, dence-Based Practice in Special Education, Brantlinger, Ellen, Jimenez, Robert, Klingner, Horner, Robert H., Carr, Edward G., Halle, Janette, Pugach, Marleen, and Richardson, James, McGee, Gail, Odom, Samuel, and Virginia, 195 Wolery, Mark, 165 Quality Indicators for Group Experimental and What We Know and Need to Know About the Con- Quasi-Experimental Research in Special Educa- sequences of High-Stakes Testing for Students tion, Gersten, Russell, Fuchs, Lynn S., Comp- With Disabilities, Ysseldyke, Jim., Nelson, J. ton, Donald, Coyne, Michael, Greenwood, Ruth, Christenson, Sandra, Johnson, David Charles, and Innocenti, Mark S., 149 R., Dennison, Amanda, Triezenberg, Heidi, Research in Special Education: Scientific Methods Sharpe, Michael, and Hawes, Maureen, 75 and Evidence-Based Practices, Odom, Samuel Within-Group Diversity in Minority Disproportion- L., Brantlinger, Ellen, Gersten, Russell, ate Representation: English Language Learners Horner, Robert H., Thompson, Bruce, and in Urban School Districts, Artiles, Alfredo J., Harris, Karen R., 137 Rueda, Robert, Salazar, Jestis José, and Hi- Responding to Nonresponders: An Experimental gareda, Ignacio, 283 Field Trial of Identification and Intervention Youth With Disabilities in Juvenile Corrections: A Methods, McMaster, Kristen L., Fuchs, Dou- National Survey, Quinn, Mary Magee, glas, Fuchs, Lynn S., and Compton, Donald Rutherford, Robert B., Leone, Peter E., L., 445 Osher, David M., and Poirier, Jeffrey M., 339 ALASKA The Special Education Service Agency (SESA) is recruiting for Education Specialists in the following specialty areas. For more information about our organization and detailed position requirements, please visit our Website: http://www.sesa.org Positions Available: Autism Qualifications: M.A. with emphasis on autism spectrum disorders; or MA with emphasis on moderate/severe disabilities and extensive coursework in autism; and three years teaching experience. A Bachelor’s degree and suitable experience may be accepted in lieu of the Master’s degree. Hearing Impaired Qualifications: Master’s degree in education of deaf/hard of hearing; and, three years classroom experience. A Bachelor’s degree and suitable experience may be accepted in lieu of the Master’s degree. Multi-Disabled (Moderate/Severe) Qualifications: MA in multi-disabled severely mentally retarded or related field and three years teaching experience. A Bachelor’s degree and suitable experience may be accepted in lieu of the Master’s degree. Salary: $44,402-$56,133 (beginning per experience and training) Contact: Nancy Nagarkar, 2217 E. Tudor Road, Suite 1, Anchorage, AK 99507, Phone: 907-334-1303; E-mail: [email protected] Exceptional Children