Students with Autism and Technology
Communication and Skill Development
Table of Contents:
Introduction
Melinda Jones Ault and Margaret E. Bausch
Page 1
Using Video Instruction Procedures With and
Without Embedded Text to Teach Object Labeling
to Preschoolers with Autism: A Preliminary
Investigation
Kara A. Reagon, Thomas S. Higbee, & Katie Endicott
Page 4
Interaction and Use of Speech-Generating Devices
in the Homes of Children with Autism Spectrum
Disorders—An Analysis of Conversational Topics
Gunilla Thunberg, Elisabeth Ahlsén, & Annika Dahlgren Sandberg
Page
13
Using Video Modeling to Increase Variation in the
Conversation of Children with Autism
Marjorie H. Charlop, Laura Gilmore,
& Gina T. Chang
Page
31
Teaching Functional Use of an iPod-based Speech-generating Device to Individuals
with Developmental Disabilities
Larah van der Meer, Debora Kagohara, Donna Achmadi,
Vanessa A. Green, Christina Herrington, Jeff Sigafoos,
Mark F. O'Reilly, Giulio E. Lancioni, Russell Lang, & Mandy Rispoli
Page 53
A Comparison of Video Modeling Perspectives
for Students with Autism
Kevin M. Ayres & John Langone
Page 65
Comparison of Static Picture and Video Prompting
on the Performance of Cooking-Related Tasks
by Students with Autism
Linda C. Mechling & Melissa R.Gustafson
Page 83
Does the Model Matter? Comparing Video
Self-Modeling and Video Adult Modeling
for Task Acquisition and Maintenance
by Adolescents with Autism Spectrum Disorders
David F. Cihak & Leigh Schrader
Page 99
Technology Supports for Individuals
with Autism Spectrum Disorders
Joanne M. Cafiero
Page 112
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