Research and Practice for Persons With Severe Disabilities 2005: Vol 30 Index

2005·0.63 MB·English

Research & Practice for Persons with Severe Disabilities copyright 2005 by
2005, Vol. 30, No. 4, 239-240 TASH
AUTHOR INDEX TO VOLUME 30 (2005)
Agran, Martin; and Hughes, Carolyn. Introduction to Hughes, Carolyn. see Carter, Erik W.
Special Issue: Self-Determination Reexamined Are
Kennedy, Craig H. see Carter, Erik W.
People With Severe Disabilities Any More Self-
Koegel, Lynn Kern. see Koegel, Robert L.
Determined? Introduction to the Special Issue on
Koegel, Robert L. see Horner, Robert H.
Self-Determination: How Far Have We Come?,
Koegel, Robert L.; Werner, Grace A.; Vismara, Laurie
30(3), 105-107
A.; and Koegel, Lynn Kern. The Effectiveness of
Ahlgrim-Delzell, Lynn. see Flowers, Claudia
Contextually Supported Play Date Interactions Be-
Albin, Richard W. see Horner, Robert H.
tween Children With Autism and Typically Develop-
Anderson, Jacki. see Horner, Robert H.
ing Peers, 30(2), 93-102
Baker-Ericzén, Mary J.; Brookman-Frazee, Lauren; and
Lapertosa, Max. Reviéw of Too Late to Die Young
Stahmer, Aubyn. Stress Levels and Adaptability in
(by H. M. Johnson), 30(4), 235-236
Parents of Toddlers with and Without Autism
Lehr, Donna; and Brown Fredda. Special Series off
Spectrum Disorders, 30(4), 194-204
Classic TASH Article, 30(1), 1-2
Barraza, Lori. see Marks, Susan Unok
Brookman-Frazee, Lauren. see Baker-Ericzén, Mary J. Marks, Susan Unok; Matson, Amy; and Barraza, Lori.
Browder, Diane. see Flowers, Claudia The Impact of Siblings with Disabilities on Their
Brown, Fredda. see Lehr, Donna Brothers and Sisters Pursuing a Career in Special
Education, 30(4), 205-218
Carr, Edward G. see Horner, Robert H. Martin, Christian A. see Drasgow, Erik
Carter, Erik W.; Cushing, Lisa S.; Clark, Nitasha M.; Martin, James E.; Woods, Lee L.; Sylvester, Lorraine;
and Kennedy, Craig H. Effects of Peer Support In- and Gardner, J. Emmett. A Challenge to Self-
terventions on Students’ Access to the General Cur- Determination: Disagreement Between the Voca-
riculum and Social Interactions, 30(1), 15-25 tional Choices Made by Individuals With Severe
Carter, Erik W.; and Hughes, Carolyn. Increasing Social Disabilities and Their Caregivers, 30(3), 147-153
Interaction Among Adolescents with Intellectual Dis- Matson, Amy. see Marks, Susan Unok
abilities and Their General Education Peers: Effec- Mithaug, Dennis E. (Invited Commentary) On Persis-
tive Interventions, 30(4), 179-193 tent Pursuits of Self-Interest, 30(3), 163-167
Clark, Nitasha M. see Carter, Erik W.
O'Neill, Robert E. see Horner, Robert H.
Cohen, Shirley; and Taranto, Diane. Review of Autism
Spectrum Disorders: Interventions and Treatments for Parish, Susan L. Deinstitutionalization in Two States:
Children and Youth (by Richard L. Simpson with The Impact of Advocacy, Policy, and Other Social
Coauthors), 30(1), 42-43 Forces on Services for People with Developmental
Cushing, Lisa S. see Carter, Erik W. Disabilities, 30(4), 219-231
Powers, Laurie E. (Invited Commentary) Self-Determi-
Devlin, Patricia. Effects of Continuous Improvement
nation by Individuals with Severe Disabilities: Lim-
Training on Students Interaction and Engagement,
itations or Excuses?, 30(3), 168-172
30(2), 47-59
Drasgow, Erik; and Martin, Christian A. Review of Rusch, Frank R.; and Hildebrand, Katie E. Review of
Individualized Supports for Students with Problem Costs and Outcomes of Community Services for
Behavior: Designing Positive Behavior Plans (by People with Intellectual Disabilities (by Roger J.
Linda Bambara and Lee Kern), 30(3), 173-176 Stancliffe and K. Charlie Lakin), 30(3), 177
Dunlap, Glen. see Horner, Robert H. Sailor, Wayne see Horner, Robert H.
Etscheidt, Susan. Paraprofessional Services for Stu- Snell, Martha E. Fifteen Years Later: Has Positive
dents with Disabilities: A Legal Analysis of Issues, Programming Become the Expected Technology for
30(2), 60-80 Addressing Problem Behavior? A Commentary on
Homer et. al. (1990), 30(1), 11-14
Flowers, Claudia; Ahlgrim-Delzell, Lynn; Browder, Spooner, Fred. see Flowers, Claudia
Diane; and Spooner, Fred. Teachers’ Perceptions of Stahmer, Aubyn. see Baker-Ericzéen, Mary J.
Alternate Assessments, 30(2), 81-92 ‘ Storey, Keith. (Exchange) Informed Choice: The Catch-
Fowler, Catherine H. see Wood, Wendy M. 22 of Self-Determination, 30(4), 232-234
Sylvester, Lorraine. see Martin, James E.
Gardner, J. Emmett. see Martin, James E.
' Taranto, Diane. see Cohen, Shirley
Hildebrand, Katie E. see Rusch, Frank R.
Test, David W. see Wood, Wendy M.
Horner, Robert H.; Dunlap, Glen; Koegel, Robert L.;
Turnbull, H. Rutherford II. Testimony to the Senate
Carr, Edward G.; Sailor, Wayne; Anderson, Jacki;
Committee on Health, Education, Labor, and Pen-
Albin, Richard W.; and O'Neill, Robert E. Toward a
sions, April 6, 2005: Health Care Provided to
Technology of “Nonaversive” Behavioral Support,
Nonambulatory Persons, 30(1), 38-41
30(1), 3-10 :
Hughes, Carolyn. see Agran, Martin Uphold, Nicole. see Wood, Wendy M.
240 Author Index
Vismara, Laurie A. see Koegel, Robert L. Werner, Grace A. see Koegel, Robert L.
Wood, Wendy M.; Fowler, Catherine H.; Uphold,
Ward, Michael J. An Historical Perspective of Self-
Nicole; and Test, David W. A Review of Self-
Determination in Special Education: Accomplish-
Determination Interventions with Individuals with
ments and Challenges, 30(3), 108-112
Severe Disabilities, 30(3), 121-146
Wehmeyer, Michael L. Self-Determination and Indivi-
Woods, Lee L. see Martin, James E.
duals with Severe Disabilities: Re-examining Mean-
ings and Misinterpretations, 30(3), 113-120 Zhang, Dalun. Parent Practices in Facilitating Self-
Weiner, Jan S. Peer-Mediated Conversational Repair in Determination Skills: The Influences of Culture,
Students With Moderate and Severe Disabilities, Socioeconomic Status, and Children’s Special Educa-
30(1), 26-37 tion Status, 30(3), 154-162
Research & Practice for Persons with Severe Disabilities copyright 2005 by
2005, Vol. 30, No. 4, 241 TASH
SUBJECT INDEX TO VOLUME 30 (2005)
advocacy, 30(4), 219 play, 30(2), 93
alternative assessments, 30(2), 81 positive behavior supports, 30(1), 3
autism, 30(2), 93, 30(4), 194
qualitative research, 30(4), 205
choice making, 30(3), 121, 30(3), 147
school accountability, 30(2), 81
community program, 30(4), 194
secondary education, 30(4), 179
community residences, 30(4), 219
self-determination, 30(3), 113, 30(3), 121, 30(3),
deinstitutionalization, 30(4), 219 147, 30(4), 232
developmental disabilities, 30(4), 219 self-management, 30(3), 121
siblings, 30(4), 205
general education curriculum, 30(1), 15
situational assessment, 30(3), 147
inciusion, 30(1), 15, 30(2), 93, 30(4), 179, 30(4), 194 social development, 30(2), 93
Individuals with Disabilities Act (IDEA), 30(2), 60 social interaction, 30(1), 15, 30(4), 179 ”
social skills, 30(4), 179
law and policy, 30(2), 60
student engagement, 30(2), 47
literature review, 30(4), 179
teacher education, 30(4), 205
paraprofessional proximity, 30(2), 47
teacher interaction, 30(2), 47
paraprofessionals, 30(2), 47, 30(2), 60
teachers perceptions, 30(2), 81
parental stress, 30(4), 194
team training, 30(2), 47
peer-mediated instruction, 30(1), 15
toddlers, 30(4), 194
peer relationships, 30(4), 179
peer supports, 30(1), 15, 30(4), 179 vocational assessment, 30(3), 147
241