Research and Practice for Persons With Severe Disabilities 2002: Vol 27 Index

3 Pages·2002·0.79 MB·English

Research & Practice for Persons with Severe Disabilities copyright 2002 by
2002, Vol. 27, No. 4, 283-284 TASH
AUTHOR INDEX TO VOLUME 27 (2002)
Alberto, Paul A. see Taber, Teresa A. Guess, Doug: Roberts, Sally: and Rues, Jane. Longitu-
Angus, Jeanne. see Cohen, Shirley dinal Analysis of State Patterns and Related Vari-
Auerbach, Stan. see Katz, Jennifer ables Among Infants and Children with Significant
Disabilities, 27(2), 112-124
Baccani, Simona. see Lancioni, Giulio E.
Bambara, Linda M. Farewell Editorial, 27(1), 1-2 Halle, James W.; and Lowrey, K. Alisa. (Invited Com-
Bambara, Linda M.: and Brantlinger, Ellen. Toward a mentary) Can Person-Centered Planning Be Empiri-
Healthy Sexual Life: An Introduction to the Special cally Analyzed to the Satisfaction of All Stakehold-
Series on Issues of Sexuality for People With Devel- ers? 27(4), 268-271
opmental Disabilities, 27(1), 5-7 Hingsburger, Dave; and Tough, Susan. Healthy Sexu-
Blanchett, Wanda J.; and Wolfe, Pamela S. A Review ality: Attitudes, Systems, and Policies, 27(1), 8-17
of Sexuality Education Curricula: Meeting the Sexu- Holburn, Steve. How Science Can Evaluate and En-
ality Education Needs of Individuals With Moderate hance Person-Centered Planning, 27(4), 250-260
and Severe Intellectual Disabilities, 27(1), 43-57 Holburn, Steve. (Rejoinder) Person-Centered Planning
Blanchett, Wanda J. (Exchange) Voices From a TASH Must Evolve: Rejoinder to O’Brien, Evans, and
Forum on Meeting the Needs of Gay, Lesbian, and Halle and Lowrey, 27(4), 272-275
Bisexual Adolescents and Adults With Severe Dis- Hughes, Melissa. see Taber, Teresa A.
abilities, 27(1), 82-86
Katz, Jennifer; Mirenda, Pat; and Auerbach, Stan. In-
Blue-Banning, Martha; Turnbull, Ann P.; and Pereira, structional Strategies and Educational Outcomes for
Lourdes. Hispanic Youth/Young Adults with Dis-
Students with Developmental Disabilities in Inclu-
abilities: Parents’ Visions for the Future, 27(3), 204—-
sive “Multiple Intelligences” and Typical Inclusive
219
Classrooms, 27(4), 227-238
Bosek, Rebecca L. see Ward, Karen M. Knoster, Tim. Review of Positive Behavioral Support in
Brantlinger, Ellen. see Bambara, Linda M. the Classroom: Principles and Practices (edited by
Brown, Fredda. Welcome Editorial, 27(1), 3-4 Lewis Jackson and Marion Veeneman Panyan),
27(1), 94-95
Canevaro, Andrea. see Lancioni. Giulio E.
Chadsey, Janis. Review of Exemplary Practices for Be- Lancioni, Giulio E.; Singh, Nirbhay N.; O'Reilly, Mark
ginning Communicators: Implications for AAC (ed- F.; Oliva, Doretta; Baccani, Simona; and Canevaro,
ited by Joe Reichle, David R. Beukelman, and Janice Andrea. (Brief Report) Using Simple Hand-
C. Light), 27(3), 222-223 Movement Responses with Optic Microswitches with
Christian, LeeAnn. see Stinson, Jennifer Two Persons with Multiple Disabilities, 27(4), 276-
Cizek, Brigitte. see Plaute, Wolfgang 279
Cohen, Shirley: and Angus, Jeanne. Review of Reach- Lehr, Donna H.: and Greene, Jill. Review of Including
ing Out, Joining In: Teaching Social Skills to Young Students with Severe and Multiple Disabilities in Typi-
Children With Autism (edited by Mary Jane Weiss cal Classrooms: Practical Strategies for Students (2nd
and Sandra L. Harris), 27(1), 93-94 ed.) (edited by J. E. Downing), 27(3), 220-222
Lesseliers, Joan; and Van Hove, Geert. Barriers to the
Dennis, Rea. Nonverbal Narratives: Listening to Development of Intimate Relationships and the Ex-
People with Severe Intellectual Disability, 27(4), pression of Sexuality Among People With Develop-
239-249 mental Disabilities: Their Perceptions, 27(1), 69-81
Dotson, Lori Ann. see Stinson, Jennifer Lowrey, K. Alisa. see Halle, James W.
Etscheidt, Susan. Extended School Year Services: A McDonnell, Andrea P. see Nelson, Catherine
Review of Eligibility Criteria and Program Appro- Meyer, Luanna H. see Fisher, Mary
priateness, 27(3), 188-203 Michaels, Craig A. Review of Adolescents and Inclu-
Evans, lan M. (Invited Commentary) Trying to Make sion: Transforming Secondary Schools (edited by
Apple Pie an Independent Variable: Comment on Anne M. Bauer and Glenda Myree Brown), 27(2),
“How Science Can Evaluate and Enhance Person- 158-159
Centered Planning”, 27(4), 265-267 Michaels, Craig A. Review of Person-Centered Plan-
ning: Research, Practice, and Future Directions (ed-
Fisher, Mary: and Meyer, Luanna H. Development and ited by Steve Holburn and Peter M. Vietze), 27(3),
Social Competence After Two Years for Students 223-225
Enrolled in Inclusive and Self-Contained Education- Mirenda, Pat. see Katz, Jennifer
al Programs, 27(3), 165-174 Musher, Deborah A. (Exchange) Prohibiting Capital
Fox, Lise. Review or Building Blocks for Teaching Pre- Punishment for People Identified with Mental Retar-
schoolers with Special Needs (edited by Susan Sandall dation: Protection or Discrimination? 27(2), 153-157
and Ilene S. Schwartz), 27(4), 280-281
Nelson, Catherine; van Dijk, Jan; McDonnell, Andrea
Garfinkle, Ann N. see Reinhartsen, Debra B. P.: and Thompson, Kristina. A Framework for Un-
Greene, Jill. see Lehr, Donna H. derstanding Young Children with Severe Multiple
284 Author Index
Disabilities: The van Dijk Approach to Assessment, ture’s Worth (PECS and Other Visual Communica-
27(2), 97-111 tion Strategies in Autism) (edited by Andy Bondy and
Lori Frost), 27(2), 159-161
O’Brien, John. (Invited Commentary) Person-
Stinson, Jennifer; Christian, LeeAnn; and Dotson, Lori
Centered Planning as a Contributing Factor in Orga-
Ann. Overcoming Barriers to the Sexual Expression
nizational and Social Change, 27(4), 261-264
of Women With Developmental Disabilities, 27(1),
O'Reilly, Mark F. see Lancioni, Giulio E.
18-26
Oliva, Doretta. see Lancioni, Giulio E.
Taber, Teresa A.; Alberto, Paul A.; Hughes, Melissa;
Pereira, Lourdes. see Blue-Banning, Martha and Seltzer, Allison. A Strategy for Students with
Plaute, Wolfgang; Westling, David L.; and Cizek, Brig- Moderate Disabilities When Lost in the Community,
itte. Sexuality Education for Adults With Cognitive 27(2), 141-152
Disabilities in Austria: Surveys of Attitudes and the Thompson, Kristina. see Nelson, Catherine
Development of a Model Program, 27(1), 58-68 Thompson, S. Anthony. (Exchange) The Practices In
Reinhartsen, Debra B.; Garfinkle, Ann N.; and Wolery, and “Out” of Policy, 27(1), 87-92
Mark. Engagement with Toys in Two- Year-Old Chil- Tough, Susan. see Hingsburger, Dave
dren with Autism: Teacher Selection versus Child Turnbull, Ann P. see Blue-Banning, Mariha
Choice, 27(3), 175-187 Turnbull, Ann P. see Ruef, Michael B.
Roberts, Sally. see Guess, Doug van Dijk, Jan. see Nelson, Catherine
Ruef, Michael B.; and Turnbull, Ann P. The Perspec- Van Hove, Geert. see Lesseliers, Joan
tives of Individuals with Cognitive Disabilities and/or
Ward, Karen M.; and Bosek, Rebecca L. Behavioral
Autism on Their Lives and Their Problem Behavior,
27(2), 125-140 Risk Management: Supporting Individuals With De-
velopmental Disabilities Who Exhibit Inappropriate
Rues, Jane. see Guess, Doug
Sexual Behaviors, 27(1), 27-42
Seltzer, Allison. see Taber, Teresa A. Westling, David L. see Plaute, Wolfgang
Singh, Nirbhay N. see Lancioni, Giulio E. Wolery, Mark. see Reinhartsen, Debra B.
Small, Kathy M. Review of Topics in Autism: A Pic- Wolfe, Pamela S. see Blanchett, Wanda J.
Research & Practice for Persons with Severe Disabilities copyright 2002 by
2002, Vol. 27, No. 4, 285 TASH
SUBJECT INDEX TO VOLUME 27 (2002)
adults with disabilities, 27(1), 58 multiple disabilities, 27(4), 276
applied behavior analysis, 27(4), 250 multiple intelligences, 27(4), 227
assessment, 27(2), 97
nonverbal narrative, 27(4), 239
autism, 27(2), 125; 27(3), 175
optic microswitches, 27(4), 2
behavior states, 27(2), 112
outcomes, 27(3), 165
cell phones, 27(2), 141 overcoming barriers, 27(1), 18
choice, 27(3), 175
parent visions, 27(3), 204
cognitive disabilities, 27(2), 125
participation, 27(4), 239
communication, 27(4), 239
participatory action research, 27(2), 125
community protection, 27(1), 27
person-centered planning, 27(4), 250; 27(4), 261; 27(4),
community skills, 27(2), 141
265; 27(4), 268; 27(4), 272
deafblind, 27(2), 97 policy issues, 27(3), 188
developmental disabilities, 27(1), 27; 27(4), 227 problem behavior, 27(2), 125; 27(3), 175
disability, 27(1), 8; 27(1), 18
qualitative research, 27(3), 204
education, 27(1), 43 quality of life, 27(2). 125; 27(4), 250
educational placement, 27(3), 165 safety skills, 27(2), 141
engaged behavior, 27(4), 227 self-contained programs, 27(3), 165
engagement with toys, 27(3), 175 severe cognitive and multiple disabilities, 27(2), 112
extended school year services, 27(3), 188 severe disabilities curriculum, 27(1), 43
focus groups, 27(2), 125 severe intellectual disability, 27(4), 239
free appropriate public education, 27(3), 188 severe multiple disabilities, 27(2), 97
sex education, 27(1), 43
hand-movement responses, 27(4), 276 sexual behaviors, 27(1), 27
Hispanic, 27(3), 204 sexual offenses, 27(1), 27
inclusion, 27(3), 165; 27(4), 227 sexual therapy, 27(1), 8
individual education programs, 27(3), 188 sexuality, 27(1), 8; 27(1), 18: 27(1), 43
infants and young children with developmente! disabili- sexuality education, 27(1), 58
ties, 27(2), 112 social interaction, 27(4), 227
intellectual disabilities, 27(1), 43 socio-sexual skills, 27(1), 27
learning processes, 27(2), 97 teacher selection of toys, 27(3), 175
legal! issues, 27(3), 188 transition, 27(3), 204
listening, 27(4), 239 treatment integrity, 27(4), 250
van Dijk, 27(2), 97
model programs, 27(1), 58
moderate disabilities, 27(2), 141 women’s issues, 27(1), 18