Research and Practice for Persons With Severe Disabilities 2006: Vol 31 Index & Table of Contents

2006·1.2 MB·English

Research & Practice for Persons with Severe Disabilities
2006. Vol. 31. No. 4, 354-355
AUTHOR INDEX TO VOLUME 31 (2006)
Aoran, Martin: Cavin, Michael: Wehmeyer,. Michael: and Crocker, Allen C. see Romer. Lyle T
Palmer, Susan. Participation of Students with Moder
Denney, Maria K.: Okamoto, Yukari: Singer, George
ate to Severe Disabilities in he General Curriculum
H. S.: Brenner, Mary E.: and Barkley, Steven C. Ma
Ihe Effectso f the Self-Determinec Learning Modelo f
ternal Stress and Efficacy for Latina Mothers with In
Instruction, 3/(3), 230-241
fants in Neonatal Intensive Care, 3/(3), 255-266
Anderson, Cynthia. see Freeman, Rachel
Downing, June. On Peer Support, Universal Design, and
Baker, Joshua N. see Browder, Diane M Access to the Core Curriculum for Students With
Bambara, Linda M. see Lohrmann, Sharon Severe Disabilities: A Personnel Preparation Perspec
Bambara, Linda M.: and Lohrmann, Sharon. Introduc tive. 3/(4). 327-330
tion to Special Issue on Severe Disabilities and School Duniap, Glen. see Freeman, Rachel
Wide Positive Behavior Support, 3/(1), 1-3 Dymond, Stacy K. see Spooner, Fred
Banks. Ronald A. see Dymond, Stacy K Dymond, Stacy K.: Renzaglia, Adelle; Rosenstein, Amy
Barkley. Steven C. see Denney, Maria K Jung Chun, Eul;: Banks, Ronald A.: Niswander, Vicki
Bounds, Monica. see Freeman, Rachel ind Gilson, Christie.L. Using a Participatory Action
Brenner, Mary E. see Denney, Maria K Research Approach to Create a Universally Designed
Browder, Diane M.: Spooner, Fred: Wakeman, Shawne¢ Inclusive High School Science Course: A Case Study
Irela, Katherine: and Baker, Joshua N. Aligning +/(4) 293 3098
Instruction With Academic Content Standards: Find
Eber, Lucille. see Freeman. Rachel
ing the Link, 3/(4), 309-321
Brown, Fredda: and Michaels, Craig A. School-Wide Posi Farrell, Anne F. see Crimmins, Daniel
tive Behavior Support Initiatives and Students With S Ford, Alison. Introductitoo nth e Featured Article: “The
vere Disabilities: A Time for Reflection, 3/(1), 57-61 Quest for Ordinary Lives”, 3/(2), 91-9
Brown, Lou: Shiraga, Betsy: and Kessler, Kim. The Freeman, Rachel: Eber, Lucille: Anderson, Cynthia
Quest for Ordinary Lives: The Integ rated Post-School Irvin. Larry: Horner. Rob: Bounds. Monica: and
Vocational Functioning of 50 Workers With Signifi Dunlap, Glen. Building Inclusive School Cultures
cant Disabilities, 3/(2), 93-12 Using School-Wide Positive Behavior Support: De
Buchanan. Cindy L. see Shogren. Karrie A signing Effective Individual Support Sysiems for
Students With Significant Disabilities, 3/(1). 4-17
Carr. Edward G. SWPBS: The Greatest Good for the
Greatest Number, or the Needs (- gf the Majority Trump Giangreco, Michael F.; Smith, Carter S.; and Pinckney
the Needs of the Minority?, 3/(1)1, 54-56 Elaine. Addressing the Paraprofessional Dilemma in
~ arranza, Francisco D. see Mueller, Tracy Gershwin in Inclusive School: A Program Description, 3/(3)
715-229
~ arter, Erik W.: and Hughes, Carolyn. Including High
School Students With Severe Disabilities in General Gilson, Christie L. see Dymond, Stacy K
Education Classes: Perspectives of General and Spe Greenwell, Ashley. see Cosden, Merith
cial Educators, Paraprofessionals, and Administrators Hawken, Leanne S.: and O'Neill, Robert E. Including
3/(2), 174-185 Students With Severe Disabilities in All Levels of
oe arter, Erik W.; and Kennedy, Craig H. Promoting School-Wide Positive Behavior Support, 3/(1), 46—53
Access to the General Curriculum Using Peer Support Hoover, Kathryn. see Snell, Martha
Strategies, 3/(4), 284-292 Horner, Rob. see Freeman, Rachel
avin, Michael. see Agran, Martin Hughes, Carolyn. see Carter. Erik W
hen, Lih-Yuan. see Snell, Martha Ff
Irvin, Larry. see Freeman, Rachel
‘hoi, Jeong-Hoon. see Sailor, Wayne
eeeeo s bey, Joanna Evans; and Johnston, Susan. Using a Johnston, Susan. see Cosby, Joanna Evans
Single-Switch Voice Output Communication Aid to Jones. Phyllis. see West. Elizabeth
Increase Social Access for Children with Severe Jung Chun, Eul. see Dymond, Stacy K
Disabilities in Inclusive Classrooms, 3/(2), 144-156
Kennedy, Craig H. see Carter, Erik W
Cosden, Merith: Koegel, Lynn Kern: Koegel, Robert |
Kennedy, Craig H. see Spooner, Fred
Greenwell, Ashley; and Klein, Eileen. Strength-Based
Kessler, Kim. see Brown, Lou
Assessment for Children With Autism Spectrum
Klein, Eileen. see Cosden, Merith
Disorders, 3/(2), 134—143
Koegel, Lynn Kern. see Cosden, Merith
Crimmins, Daniel: and Farrell, Anne F. Individualized
Koegel, Robert L. see Cosden, Merith
Behavioral Supports at 15 Years: It’s Still Lonely at
the Top. 3/(1), 31-45 Lohrmann, Sharon. see Bambara, Linda M
Research & Practice for Persons with Severe Disabilities
2006. Vol. 31. No. 4, 354-355
AUTHOR INDEX TO VOLUME 31 (2006)
Aoran, Martin: Cavin, Michael: Wehmeyer,. Michael: and Crocker, Allen C. see Romer. Lyle T
Palmer, Susan. Participation of Students with Moder
Denney, Maria K.: Okamoto, Yukari: Singer, George
ate to Severe Disabilities in he General Curriculum
H. S.: Brenner, Mary E.: and Barkley, Steven C. Ma
Ihe Effectso f the Self-Determinec Learning Modelo f
ternal Stress and Efficacy for Latina Mothers with In
Instruction, 3/(3), 230-241
fants in Neonatal Intensive Care, 3/(3), 255-266
Anderson, Cynthia. see Freeman, Rachel
Downing, June. On Peer Support, Universal Design, and
Baker, Joshua N. see Browder, Diane M Access to the Core Curriculum for Students With
Bambara, Linda M. see Lohrmann, Sharon Severe Disabilities: A Personnel Preparation Perspec
Bambara, Linda M.: and Lohrmann, Sharon. Introduc tive. 3/(4). 327-330
tion to Special Issue on Severe Disabilities and School Duniap, Glen. see Freeman, Rachel
Wide Positive Behavior Support, 3/(1), 1-3 Dymond, Stacy K. see Spooner, Fred
Banks. Ronald A. see Dymond, Stacy K Dymond, Stacy K.: Renzaglia, Adelle; Rosenstein, Amy
Barkley. Steven C. see Denney, Maria K Jung Chun, Eul;: Banks, Ronald A.: Niswander, Vicki
Bounds, Monica. see Freeman, Rachel ind Gilson, Christie.L. Using a Participatory Action
Brenner, Mary E. see Denney, Maria K Research Approach to Create a Universally Designed
Browder, Diane M.: Spooner, Fred: Wakeman, Shawne¢ Inclusive High School Science Course: A Case Study
Irela, Katherine: and Baker, Joshua N. Aligning +/(4) 293 3098
Instruction With Academic Content Standards: Find
Eber, Lucille. see Freeman. Rachel
ing the Link, 3/(4), 309-321
Brown, Fredda: and Michaels, Craig A. School-Wide Posi Farrell, Anne F. see Crimmins, Daniel
tive Behavior Support Initiatives and Students With S Ford, Alison. Introductitoo nth e Featured Article: “The
vere Disabilities: A Time for Reflection, 3/(1), 57-61 Quest for Ordinary Lives”, 3/(2), 91-9
Brown, Lou: Shiraga, Betsy: and Kessler, Kim. The Freeman, Rachel: Eber, Lucille: Anderson, Cynthia
Quest for Ordinary Lives: The Integ rated Post-School Irvin. Larry: Horner. Rob: Bounds. Monica: and
Vocational Functioning of 50 Workers With Signifi Dunlap, Glen. Building Inclusive School Cultures
cant Disabilities, 3/(2), 93-12 Using School-Wide Positive Behavior Support: De
Buchanan. Cindy L. see Shogren. Karrie A signing Effective Individual Support Sysiems for
Students With Significant Disabilities, 3/(1). 4-17
Carr. Edward G. SWPBS: The Greatest Good for the
Greatest Number, or the Needs (- gf the Majority Trump Giangreco, Michael F.; Smith, Carter S.; and Pinckney
the Needs of the Minority?, 3/(1)1, 54-56 Elaine. Addressing the Paraprofessional Dilemma in
~ arranza, Francisco D. see Mueller, Tracy Gershwin in Inclusive School: A Program Description, 3/(3)
715-229
~ arter, Erik W.: and Hughes, Carolyn. Including High
School Students With Severe Disabilities in General Gilson, Christie L. see Dymond, Stacy K
Education Classes: Perspectives of General and Spe Greenwell, Ashley. see Cosden, Merith
cial Educators, Paraprofessionals, and Administrators Hawken, Leanne S.: and O'Neill, Robert E. Including
3/(2), 174-185 Students With Severe Disabilities in All Levels of
oe arter, Erik W.; and Kennedy, Craig H. Promoting School-Wide Positive Behavior Support, 3/(1), 46—53
Access to the General Curriculum Using Peer Support Hoover, Kathryn. see Snell, Martha
Strategies, 3/(4), 284-292 Horner, Rob. see Freeman, Rachel
avin, Michael. see Agran, Martin Hughes, Carolyn. see Carter. Erik W
hen, Lih-Yuan. see Snell, Martha Ff
Irvin, Larry. see Freeman, Rachel
‘hoi, Jeong-Hoon. see Sailor, Wayne
eeeeo s bey, Joanna Evans; and Johnston, Susan. Using a Johnston, Susan. see Cosby, Joanna Evans
Single-Switch Voice Output Communication Aid to Jones. Phyllis. see West. Elizabeth
Increase Social Access for Children with Severe Jung Chun, Eul. see Dymond, Stacy K
Disabilities in Inclusive Classrooms, 3/(2), 144-156
Kennedy, Craig H. see Carter, Erik W
Cosden, Merith: Koegel, Lynn Kern: Koegel, Robert |
Kennedy, Craig H. see Spooner, Fred
Greenwell, Ashley; and Klein, Eileen. Strength-Based
Kessler, Kim. see Brown, Lou
Assessment for Children With Autism Spectrum
Klein, Eileen. see Cosden, Merith
Disorders, 3/(2), 134—143
Koegel, Lynn Kern. see Cosden, Merith
Crimmins, Daniel: and Farrell, Anne F. Individualized
Koegel, Robert L. see Cosden, Merith
Behavioral Supports at 15 Years: It’s Still Lonely at
the Top. 3/(1), 31-45 Lohrmann, Sharon. see Bambara, Linda M
Lohrmann, Sharon: and Bambara, Linda M. Elementary Smith, Anne. see Spooner, Fred
Education Teachers’ Beliefs About Essential Supports Smith, Carter S. see Giangreco, Michael |
Needed to Successfully Include Students With Devel Snell, Martha E. What'st he Verdict: Are Students wit
opmental Disabilities Who Engage in Challenging Severe Disabilities Included in School-Wide Positis
Behaviors, 3/(2), 15 Behavior Support /(1),. 62-65
Lopez. Shane J. see Shogren, Karrie A Snell. Martha | Chen. Lih-Yuat nd Hooy
Kathryn. Teaching Augmentatiy ind Alternative
McCart. Amv. see Sailor, Wayne
Communication to Students With Severe Disabiliti
Michaels, Craig A. see Brown, Fredda
A Review of Intervention Research 199 O03, 31(3
Mueller. Tracy Gershwin: Singer. George H. S.: and
03714
Carranza. Francisco D. A National Survey of the
Spooner, Fred. see Browder, Diane M
Educational Planning and Language Instruction Prac
Spooner, Fred; Dymond, Stacy K.: Smith, Ann ind
tices for Students With Moderate to Severe Disabil
ities Who Are English Language Learners, 3/(3 Kennedy, Craig H.W hat We Know and Neteo dKno w
242-254 ibout Accessing the General Curriculum for Students
with Significant Cognitive Disabilities, 3/(4), 277-283
Niswander. Vicki. see Dymond. Stacy K Stevens, Dana. see West. Elizabeth
O'Neill. Robert E. see Hawken. Leanne S$ Stowe, Matt. see Turnbull, Rud
Okamoto, Yukari. see Denney. Maria K
lalis, Annette: and Will. Madeleine. A Parent and Polic
Palmer. Susan. see Agran. Martin Perspective on the Quest for Ordinary Lives, 3/(2)
Pinckney, Elaine. see Giangreco, Michael I
Renzaglia, Adelle. see Dymond, Stacy K Thomas, Jamie. see Sailor, Wayne
Roach, Andrew, T. Influences on Parent Perceptions o Irela. Katherine. see Browder, Diane M
an Alternate Assessment for Students With Severs Turnbull, Ann P.: and Turnbull, Rud. Self-Determina
Cognitive Disabilities, 3/(3), 267-274 tion: Is a Rose by Anv Other Name Stull a Ros
| ) RRR
Roger, Blair. see Sailor, Wayn
Romer, Lyle T.: and Crocker. Allen ( Attenuatin furnbull, Ann. see Turnbull, Rud
Growth: A More Humane Alternative. A Response Turnbull, Rud. see furnbull, Ann P
Gunther and Diekema. 31(4). 346—347 furnbull, Rud: Wehmever, Michael: Turnbull, Ann: and
Rosenstein, Amy. see Dymond. Stacy K Stowe, Matt. Growth Attenuation and Due Process: A
Response to Guntlhy and Diekema N06) ie ;
Sailor, Wayne. The Quest for Ordinary Lives: A Legacy
ind a Challenge to the Status Quo, 3/(2). 127-129
Sailor, Wayne: Zuna, Nina: Choi, Jeong-Hoon: Thomas Vaughn, Bobbie J. The Wave of SWPBS: Who Is Left
Jamie: McCart, Amy: and Roger, Blair. Anchoring Behind”. 37/(1). 66—69
Schoolwide Positive Behavior Support in Structural
Wakeman, Shawnee. see Browder, Diane M
School Reform, 3/(1). 18-30
Wehman, Paul. Integrated Employment: If Not Now
Salisbury. Christine | Principals’ Perspectives on
When? If Not Us, Who?, 3/(2), 122-126
Inclusive Elementary Schools. 3/(1), 70-82
Wehmever. Michael L. Beyond A ccess: Ensuring Prog
Shiraga, Betsy. see Brown, Lou
ess in the General Education Curriculum for Stu
Shogren, Karrie A.: Wehmeyer. Michael | Buchanan
dents With Severe Disabilities, 3/(4), 322-326
Cindy | and Lopez. Shane J he Application of
Wehmevyer. Michael. see Agran, Martin
Positive Psychology and Self-Determination to Re
Wehmever. Michael. see Shogren Karrie A
search in Intellectual Disability: A Content Analysis
Wehmever, Michael. see Turnbull, Rud
of 30 Yearso f Literature, 3/(4), 338-345
West, Elizabeth: Jones, Phyllis: and Stevens, Dana
Singer, George H. S. see Denney. Maria K
Teachers of Students With Low Incidence Disabilitic
Singer, George H. S. see Mueller. Tracy Gershwin
Talk About Their Own Learning: An International
Smith, Anne. Access, Participation, and Progress in the
Insight, 3/(2), 186
General Education Curriculum in the Least Restric
Will, Madeleine. see Talis. Annett
tive Environment for Students with Significant Cog
nitive Disabilities, 3/(4), 331-337 Z.una, Nina. see Sailor, Wayne
Research & Practice for Persons with Severe Disabilities copyright 2006 by
2006. Vol. 31. No. 4. 356 TASH
SUBJECT INDEX TO VOLUME 31 (2006)
AAC, 31(3), 203 naturalistic interventions, 3/(3), 203
access to the general curriculum, 3/(2), 174, 31(3), 230 neonatal intensive care, 3/(3), 255
adult services, 3/(1), 83
paraprofessionals, 3/(3), 215
adults, 3/(2), 93
parent participation, 3/(3), 242
alternate assessment, 3/(4), 309,
parent perceptions, 3/(3), 267
alternate assessments, 3/(3), 267
participatory action research, 3/(4), 293
assessment, 3/(2), 134
peer support, 3/(4), 284
attenuating growth, 3/(4), 346
personnel preparation, 3/(4), 327
attitudes, 3/(2), 174
positive behavior support, 3/(1), 31, 37(2), 157
augmentative and alternative communication, 3/(2), 144
positive behavior supports, 3/7(1), 57
autism, 3/(2), 134, 3/(2), 186
positive psychology, 3/(4), 338
behavior intervention plan, 3/(1), 31 principals, 3/(1), 70
behavioral interventions, 3/(1), 46 problem solving, 3/(3), 230
professional development, 3/(2), 186
communication, 3/(3), 203
community, 3/(2), 93 school reform, 3/(1), 18, 37(1), 70
community inclusion, 3/(1), 83 schoolwide positive behavior support, 3/(1), 18
school-wide positive behavior support, 37(1), 4,
elementary, 3/(1), 70
3/(1), 31, 3701), 46, 37(1), 54
English language learners, 3/(3), 242
school-wide positive behavior supports, 3/(1), 57
FBA, 3/(1), 31 secondary education, 3/(2), 174
functional behavioral assessment, 3/(1), 31 self-determination, 3/(3), 230, 317(4), 322, 31(4), 338
general education curriculum, 3/(4), 277, 3/(4), self-determination funding, 3/(1), 83
284, 31(4), 293, 31(4), 309, 31(4), 322, 31(4), service delivery, 3/(3), 215
327, 31(4), 331 severe disabilities, 3/(1), 4, 37(1), 18, 37(1); 46, 37(1),
54, 31(1), 57, 31(2), 144, 37(2), 174, 31(2), 186,
health care, 3/(4), 346
3/(4), 322
IDEA, 3/(1), 31 social interaction, 3/(2), 144
inclusion, 3/(1), 4, 37(1), 54, 37(2), 144, 37(2), 157 social validity, 3/(2), 174
31(2), 174 strength-based assessment, 3/(2), 134
inclusive education, 3/(3), 215, 34(4), 277, 31(4), students with disabilities, 3/(3), 267
284, 31(4), 309, 317(4), 322, 31(4), 327, 31(4), 331 supported employment, 3/(2), 93
inclusive schools, 3/(1), 70 systems change, 3/(1), 4, 37(3), 215
intellectual disabilities, 3/(2), 93
teacher attitudes, 3/(2), 157
intellectual disability, 3/(4), 338
teacher preparation, 3/(2), 186
international policy, 3/(2), 186
transition, 3/(2), 93
language instruction, 3/(3), 242
aie universal design for learning, 3/(4), 293, 3/(4), 322
Latina mothers, 3/(3).
vocational services, 3/(2), 93
maternal stress and efficacy, 3/(3), 255
~
moderate/severe disabilities, 3/(3), 242 young children, 3/(2), 144