|
Inclusion and School Restructuring |
|
|
1 | (30) |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
The Community Schools Movement |
|
|
3 | (7) |
|
School-Linked Service Integration |
|
|
7 | (2) |
|
School-Based Community Schools |
|
|
9 | (1) |
|
|
|
10 | (12) |
|
|
|
22 | (9) |
|
Fostering Family-Professional Partnerships |
|
|
31 | (36) |
|
|
|
|
|
|
|
|
|
|
|
Individuals with Disabilities Education Act: Parental Rights and Responsibilities |
|
|
33 | (12) |
|
|
|
33 | (10) |
|
Supporting Families to Be Educational Advocates |
|
|
43 | (2) |
|
A Family Systems Perspective |
|
|
45 | (22) |
|
|
|
46 | (3) |
|
|
|
49 | (4) |
|
|
|
53 | (4) |
|
|
|
57 | (10) |
|
|
|
67 | (48) |
|
|
|
|
|
|
|
|
|
|
|
The Importance of Assessment |
|
|
70 | (1) |
|
Definitions of Disability |
|
|
70 | (1) |
|
|
|
71 | (5) |
|
|
|
71 | (3) |
|
|
|
74 | (1) |
|
Curriculum and Program Development |
|
|
75 | (1) |
|
|
|
75 | (1) |
|
Factors Related to Meaningful Assessment |
|
|
76 | (3) |
|
|
|
76 | (1) |
|
|
|
76 | (1) |
|
|
|
77 | (1) |
|
|
|
78 | (1) |
|
The Developmental Approach |
|
|
79 | (5) |
|
|
|
80 | (2) |
|
|
|
82 | (2) |
|
|
|
84 | (2) |
|
Criterion-Referenced Tests and Test of Adaptive Behavior |
|
|
84 | (1) |
|
Criterion-Referenced Test of Specific Domains |
|
|
84 | (2) |
|
Environmental Assessment Strategies |
|
|
86 | (2) |
|
|
|
86 | (1) |
|
|
|
87 | (1) |
|
Multidimensional Framework for Conceptualizing Assessment |
|
|
88 | (2) |
|
|
|
90 | (10) |
|
|
|
91 | (1) |
|
Current and Future Natural Environments |
|
|
91 | (1) |
|
|
|
91 | (1) |
|
|
|
91 | (1) |
|
|
|
92 | (4) |
|
Examples of Ecological Inventories |
|
|
96 | (1) |
|
Applications of the Ecological Model |
|
|
96 | (4) |
|
Functional Assessment of Problem Behaviors |
|
|
100 | (2) |
|
Assessment of Student Preferences and Choices |
|
|
102 | (3) |
|
|
|
102 | (2) |
|
Considerations for Assessing Preferences |
|
|
104 | (1) |
|
Program Quality and Quality of Life |
|
|
105 | (2) |
|
Program Quality Indicators (PQI) |
|
|
105 | (1) |
|
Person-Centered Approaches to Assessment |
|
|
106 | (1) |
|
Prioritizing Skills from Assessment Information |
|
|
107 | (8) |
|
Development and Implementation of Educational Programs |
|
|
115 | (58) |
|
|
|
|
|
|
|
|
|
|
|
Developing Educational Programs |
|
|
115 | (9) |
|
Desirable Student Outcomes |
|
|
115 | (1) |
|
Supportive School Practices |
|
|
116 | (5) |
|
|
|
121 | (3) |
|
Designing Supports that Foster Relationships and Promote Membership |
|
|
124 | (2) |
|
How Can Membership Be Promoted? |
|
|
124 | (1) |
|
How Can Relationships Be Fostered? |
|
|
124 | (2) |
|
Designing and Putting Skill Programs in to Place |
|
|
126 | (47) |
|
|
|
126 | (3) |
|
|
|
129 | (1) |
|
The Logistics and Context of Teaching Programs |
|
|
130 | (7) |
|
Adapting General Education Class Work and Activities |
|
|
137 | (9) |
|
Intial Steps in Choosing Teaching Procedures |
|
|
146 | (2) |
|
Assessing Current Performance and Revising Instructional Objectives |
|
|
148 | (3) |
|
Selecting Antecedent Teaching Methods |
|
|
151 | (9) |
|
Selecting Consequence Teaching Methods |
|
|
160 | (5) |
|
|
|
165 | (8) |
|
Measurement, Analysis, and Evaluation |
|
|
173 | (34) |
|
|
|
|
|
|
|
|
|
|
|
|
|
174 | (21) |
|
Making Measurement Meaningful |
|
|
175 | (2) |
|
Making Behavior Observable and Measurable |
|
|
177 | (1) |
|
|
|
178 | (1) |
|
|
|
179 | (10) |
|
|
|
189 | (1) |
|
|
|
190 | (1) |
|
|
|
191 | (4) |
|
|
|
195 | (6) |
|
|
|
195 | (1) |
|
|
|
195 | (1) |
|
|
|
196 | (1) |
|
AB, or Baseline-Intervention, Design |
|
|
197 | (1) |
|
|
|
197 | (1) |
|
|
|
198 | (3) |
|
|
|
201 | (6) |
|
|
|
201 | (1) |
|
Special Considerations in General Educating Settings |
|
|
202 | (5) |
|
Positive Behavior Support |
|
|
207 | (38) |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Relevance of Positive Behavior Support |
|
|
207 | (2) |
|
|
|
209 | (19) |
|
Outcomes of Functional Assessment |
|
|
212 | (1) |
|
Why Conduct a Functional Assessment? |
|
|
212 | (1) |
|
Functional Assessment as a Three-Step Process |
|
|
213 | (2) |
|
|
|
215 | (1) |
|
|
|
215 | (2) |
|
Using Functional Assessment Interviews |
|
|
217 | (5) |
|
Recent Developments in Functional Assessment |
|
|
222 | (1) |
|
|
|
222 | (5) |
|
|
|
227 | (1) |
|
The Design of Comprehensive Behavior Support |
|
|
228 | (17) |
|
Behavior Support Should Be Technically Sound and Contextually Appropriate |
|
|
228 | (1) |
|
Behavior Support Should Be Comprehensive |
|
|
229 | (2) |
|
Competing Behaviors Model |
|
|
231 | (2) |
|
Constructing a Written Behavior Support Plan |
|
|
233 | (12) |
|
Special Health Care Procedures |
|
|
245 | (46) |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Where to go for Further Information or Training on the Internet |
|
|
246 | (2) |
|
Information about Disabilities |
|
|
247 | (1) |
|
|
|
247 | (1) |
|
Opportunities to Confer with Other |
|
|
248 | (1) |
|
Quality Health Care and Teaching |
|
|
248 | (2) |
|
Integrating Health Care Needs |
|
|
249 | (1) |
|
Preventing Additional Health Care Problems |
|
|
249 | (1) |
|
What Does a school Nurse Know? |
|
|
250 | (1) |
|
General Health Care Procedures |
|
|
250 | (9) |
|
|
|
250 | (2) |
|
Cardiopulmonary Resuscitation |
|
|
252 | (2) |
|
|
|
254 | (5) |
|
Specialized Health Care Procedures |
|
|
259 | (14) |
|
|
|
259 | (5) |
|
Growth Monitoring, Nutrition Supplementation, and Feeding Management |
|
|
264 | (4) |
|
Routing Implementation Procedures |
|
|
268 | (2) |
|
|
|
270 | (1) |
|
|
|
271 | (2) |
|
Low-Incidence Health Care Procedures |
|
|
273 | (10) |
|
Nonoral Feeding Procedures |
|
|
273 | (3) |
|
Atypical Elimination Procedures: Bowel or Intestinal Ostomy Care |
|
|
276 | (1) |
|
Atypical Elimination Procedures: Clean Intermittent Catheterization |
|
|
277 | (1) |
|
Respiratory Management: Tracheostomy Care |
|
|
278 | (2) |
|
Respiratory Management: Suctioning |
|
|
280 | (1) |
|
Respiratory Management: Oxygen Supplementation |
|
|
280 | (1) |
|
Respiratory Management: Mechanical Ventilation |
|
|
281 | (1) |
|
|
|
282 | (1) |
|
|
|
283 | (1) |
|
Issues in Providing Special Health Care |
|
|
283 | (8) |
|
Occurence in Integrated Settings |
|
|
283 | (1) |
|
|
|
284 | (1) |
|
|
|
284 | (1) |
|
|
|
285 | (6) |
|
Promoting Participation in Natural Environments by Accommodating Motor Disabilities |
|
|
291 | (40) |
|
|
|
|
|
|
Key Issues in Motor Disability |
|
|
292 | (9) |
|
Movement Competence, Adaptation, and Participation |
|
|
293 | (1) |
|
Motor From Versus Function |
|
|
294 | (1) |
|
Barriers to Motor Competence |
|
|
294 | (6) |
|
Coordination of Service and Supports |
|
|
300 | (1) |
|
Goals of Proper Physical Management |
|
|
301 | (1) |
|
Physical Management Routines |
|
|
302 | (3) |
|
Methods of Changing Position |
|
|
305 | (3) |
|
|
|
305 | (2) |
|
|
|
307 | (1) |
|
|
|
307 | (1) |
|
|
|
308 | (5) |
|
Selecting Adaptive Equipment |
|
|
308 | (1) |
|
Purposes of Adaptive Equipment |
|
|
309 | (1) |
|
Improving Functional Performance |
|
|
310 | (2) |
|
Promoting Community Participation |
|
|
312 | (1) |
|
|
|
313 | (6) |
|
Positioning for Proper Feeding |
|
|
314 | (1) |
|
Approaches to Eating and Drinking |
|
|
314 | (1) |
|
Neuromotor Methods to Promote Coordinated Eating and Drinking Patterns |
|
|
315 | (2) |
|
|
|
317 | (1) |
|
Independent Eating and Drinking |
|
|
318 | (1) |
|
|
|
319 | (1) |
|
|
|
320 | (2) |
|
Positioning for Dressing and Undressing |
|
|
320 | (1) |
|
|
|
321 | (1) |
|
Facilitating Dressing and Undressing |
|
|
321 | (1) |
|
|
|
322 | (1) |
|
Getting Help from Therapists and Other Specialists: Working as a Team |
|
|
322 | (9) |
|
Teaching Basic Self-Care Skills |
|
|
331 | (50) |
|
|
|
|
|
|
|
|
|
|
|
A Rationale for Attainting Proficiency in Self-Care Routines |
|
|
333 | (1) |
|
Problems with Current Research |
|
|
334 | (1) |
|
General Principles for Developing Self-Care Instruction |
|
|
334 | (18) |
|
Collaborate with Team Members |
|
|
335 | (1) |
|
Use Socially Valid Procedures that Are Appropriate for Age and Culture |
|
|
335 | (1) |
|
|
|
336 | (2) |
|
Use Partial Participation Carefully |
|
|
338 | (1) |
|
Conduct Meaningful Assessment and Use the Results |
|
|
338 | (3) |
|
Select Appropriate Setting and Schedules for Instruction |
|
|
341 | (1) |
|
Select Uncomplicated and Effective Instructional Methods |
|
|
342 | (8) |
|
Consideer Related Skills for Instruction |
|
|
350 | (2) |
|
Special Considerations for Toileting |
|
|
352 | (11) |
|
Assessment and Instruction |
|
|
352 | (1) |
|
Prerequisites for Toilet Training |
|
|
353 | (1) |
|
Assessment of Toileting Performance |
|
|
353 | (2) |
|
Approaches for Teaching Daytime Toileting |
|
|
355 | (8) |
|
Approaches for Teaching Nighttime Toileting |
|
|
363 | (1) |
|
Special Considerations for Eating and Mealtime |
|
|
363 | (8) |
|
Assessment and Instruction |
|
|
363 | (4) |
|
Instructional Strategies for Eating and Mealtime |
|
|
367 | (4) |
|
Special Considerations for Dressing and Grooming |
|
|
371 | (10) |
|
Assessment and Instruction |
|
|
371 | (1) |
|
|
|
371 | (1) |
|
Instructional Considerations |
|
|
371 | (1) |
|
Dressing and Grooming Materials |
|
|
372 | (1) |
|
Embedded Behaviors in Dressing and Grooming Routines |
|
|
372 | (1) |
|
Recent Studies in Dressing and Grooming Research |
|
|
373 | (8) |
|
|
|
381 | (28) |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Peer Relationships and Developmental Outcomes |
|
|
384 | (6) |
|
|
|
385 | (2) |
|
|
|
387 | (2) |
|
Relationships and Learning |
|
|
389 | (1) |
|
Strategies for Intervention |
|
|
390 | (10) |
|
Designing ``Usable'' Interventions |
|
|
390 | (1) |
|
Recognizing and Supporting a Range of Relationships |
|
|
391 | (5) |
|
Recognizing and Supporting Membership |
|
|
396 | (4) |
|
Assessment and Evaluation of Peer Relationships |
|
|
400 | (3) |
|
Narrative Observational Records |
|
|
401 | (1) |
|
|
|
401 | (1) |
|
Analyzing and Evaluating Narrative Data |
|
|
402 | (1) |
|
Nondisabled Students and Severely Disabled Peers: All True Benefits Are Mutual |
|
|
403 | (6) |
|
|
|
404 | (1) |
|
Growth in Social Cognition and Self-Concept |
|
|
404 | (1) |
|
Development of Personal Principles |
|
|
404 | (5) |
|
Nonsymbolic Communication |
|
|
409 | (44) |
|
|
|
|
|
|
|
|
|
|
|
|
|
411 | (1) |
|
The Impact of the Disability |
|
|
411 | (1) |
|
The Tri-Focus of Intervention |
|
|
411 | (1) |
|
Early Communication Development |
|
|
412 | (10) |
|
Critical Aspects of Communication |
|
|
412 | (1) |
|
A Three-Stage Communication Progression |
|
|
413 | (4) |
|
Recognizing Nonsymbolic Communication |
|
|
417 | (4) |
|
|
|
421 | (1) |
|
|
|
422 | (13) |
|
Assessment: Understanding the Nonsymbolic Communicator Using a Learner Profile |
|
|
423 | (6) |
|
The Communicative Environment |
|
|
429 | (1) |
|
Assessment: Understanding the Social Environment Using a Partner Profile |
|
|
429 | (4) |
|
Assessment: Understanding the Physical Environment Using an Environmental Profile |
|
|
433 | (1) |
|
Strategies for Assessing Nonsymbolic Communication |
|
|
434 | (1) |
|
|
|
435 | (18) |
|
A Reciprocal Assessment Focus |
|
|
436 | (1) |
|
Functional Systematic Methods in Natural Routines |
|
|
436 | (1) |
|
Potential Communication Content |
|
|
436 | (1) |
|
Intervention Guidelines to Enhance Partner's Symbolic Expression |
|
|
437 | (4) |
|
Intervention to Enhance Partner's Understanding of Nonsymbolic Communication |
|
|
441 | (1) |
|
Intervention to Enhance Communication Contexts |
|
|
442 | (1) |
|
Enhance Communication Contexts and Attend to External Influences on State Behavior |
|
|
442 | (11) |
|
Teaching Functional Communication Skills |
|
|
453 | (40) |
|
|
|
|
|
|
Overview of Milieu Teaching |
|
|
456 | (3) |
|
The Goals of Language Intervention |
|
|
457 | (2) |
|
Milieu Teaching Strategies |
|
|
459 | (13) |
|
Guidelines for Milieu Teachers |
|
|
459 | (1) |
|
Milieu Teaching Procedures |
|
|
460 | (6) |
|
Environmental Arrangement Strategies |
|
|
466 | (3) |
|
Responsive Conversational Style |
|
|
469 | (2) |
|
Research on Milieu Teaching |
|
|
471 | (1) |
|
Implementing Milieu Teaching |
|
|
472 | (21) |
|
Data Collection and Evaluation |
|
|
472 | (1) |
|
How to Use Milieu Language Teaching |
|
|
473 | (3) |
|
|
|
476 | (5) |
|
Generalized Skills Teaching |
|
|
481 | (3) |
|
Designing an Optimal Teaching Approach |
|
|
484 | (9) |
|
Teaching Functional Academics |
|
|
493 | (50) |
|
|
|
|
|
|
|
|
|
|
|
Overview of Functional Academics |
|
|
497 | (5) |
|
The Importance of Functional Academics |
|
|
497 | (1) |
|
Selecting Functional Academic Skills for Instruction |
|
|
497 | (5) |
|
Teaching Strategies for Functional Academics |
|
|
502 | (23) |
|
Where to Teach Functional Academics |
|
|
502 | (3) |
|
Format for Instruction: Group Instruction and Observational Learning |
|
|
505 | (2) |
|
Incidental Learning in the Context of Systematic Instruction |
|
|
507 | (1) |
|
|
|
507 | (1) |
|
Prompting and Feedback Procedures |
|
|
508 | (13) |
|
Designing and Selecting Materials to Encourage Learning |
|
|
521 | (1) |
|
Planning for Generalization |
|
|
522 | (2) |
|
|
|
524 | (1) |
|
Functional Reading and Language Arts Instruction |
|
|
525 | (6) |
|
Generalized Functional Reading |
|
|
526 | (3) |
|
Specific, Embedded Reading |
|
|
529 | (2) |
|
|
|
531 | (12) |
|
Generalized Functional Math |
|
|
531 | (6) |
|
Specific, Embedded Math Skills |
|
|
537 | (6) |
|
|
|
543 | (48) |
|
|
|
|
|
|
|
|
|
|
|
Planning Instruction to Enhance Skills for Home and the Community |
|
|
544 | (2) |
|
Self-Determination: A New Era for Home and Community Instruction |
|
|
544 | (2) |
|
Guidelines to Plan Instruction |
|
|
546 | (1) |
|
Guideline One: Use Person-Centered Planning Strategies |
|
|
546 | (4) |
|
Structured Action Planning |
|
|
546 | (3) |
|
|
|
549 | (1) |
|
Guideline Two: Enhance Choice, Self-Prompting, and Self-Management |
|
|
550 | (4) |
|
|
|
550 | (1) |
|
|
|
551 | (1) |
|
|
|
552 | (2) |
|
Guideline Three: Use Efficient Strategies, Peer Instruction, and Observational Learning |
|
|
554 | (6) |
|
Choosing the Instructional Setting |
|
|
554 | (3) |
|
|
|
557 | (1) |
|
Efficient Teaching Strategies |
|
|
558 | (2) |
|
Guideline Four: Use Transition Planning to Focus Community-Based Instruction |
|
|
560 | (1) |
|
Resources for Planning Instructional Support |
|
|
561 | (30) |
|
|
|
561 | (1) |
|
|
|
561 | (6) |
|
|
|
567 | (2) |
|
Home Safety and First Aid |
|
|
569 | (2) |
|
|
|
571 | (1) |
|
|
|
572 | (1) |
|
|
|
573 | (1) |
|
|
|
573 | (1) |
|
|
|
574 | (1) |
|
Dining Out and Buying Snacks |
|
|
575 | (3) |
|
|
|
578 | (4) |
|
|
|
582 | (1) |
|
|
|
582 | (9) |
|
Vocational Preparation and Transition |
|
|
591 | (38) |
|
|
|
|
|
|
|
|
|
|
|
|
|
592 | (1) |
|
Characteristics of Effective Vocational Preparation and Transition Programs |
|
|
593 | (6) |
|
Understanding Which Services Are Available in Your Community |
|
|
593 | (4) |
|
|
|
597 | (1) |
|
Determining Student Preferences ad Interests |
|
|
597 | (1) |
|
Balancing Vocational Preparation with Inclusion and Other Programs |
|
|
597 | (1) |
|
Collaborating with a Team for Successful Transition |
|
|
598 | (1) |
|
Individual Transition Planning and the IEP |
|
|
599 | (1) |
|
School-Based Vocational Preparation |
|
|
599 | (22) |
|
Longitudinal Instruction of Work-Related Skills Across Grades and Settings |
|
|
600 | (1) |
|
Identifying a Career Path |
|
|
601 | (2) |
|
Employment Training Related to the Local Economy |
|
|
603 | (1) |
|
Job Training Across a Variety of Real Jobs in Real Employment Settings |
|
|
604 | (2) |
|
Establishing Community-Based Training Sites |
|
|
606 | (4) |
|
Selecting Systematic Behavioral Procedures to Teach Vocational Skills |
|
|
610 | (4) |
|
Selecting an Instructional Strategy |
|
|
614 | (6) |
|
Special Considerations for Students with Physical Disabilities: Assistive Technology |
|
|
620 | (1) |
|
|
|
621 | (8) |
|
Social Security Benefits and Work Incentives |
|
|
624 | (1) |
|
Employment Support After Graduation |
|
|
625 | (4) |
|
|
|
629 | (28) |
|
|
|
|
|
|
|
|
|
|
|
|
|
630 | (8) |
|
The Changing Status of Adulthood |
|
|
631 | (1) |
|
The Dimensions of Adulthood |
|
|
632 | (6) |
|
|
|
638 | (6) |
|
|
|
638 | (1) |
|
|
|
639 | (1) |
|
|
|
640 | (2) |
|
|
|
642 | (2) |
|
|
|
644 | (4) |
|
|
|
645 | (1) |
|
What Is New About Supported Adulthood? |
|
|
645 | (1) |
|
Components of Supported Adulthood |
|
|
645 | (3) |
|
Dimensions of Adulthood Revisited |
|
|
648 | (9) |
|
|
|
649 | (1) |
|
|
|
650 | (1) |
|
|
|
651 | (1) |
|
Multidimensional Adulthood |
|
|
652 | (1) |
|
|
|
653 | (4) |
| Name Index |
|
657 | (14) |
| Subject Index |
|
671 | |
Other versions by this Author
