References

= References and Resources = = =

Annotated Research Articles
Calhoon, M. B., & Fuchs, L. S. (2003). The effects of peer-assisted learning strategies and curriculum-based measurement on the mathematics performance of secondary students with disabilities. //Remedial and Special Education//, //24//, 235-245. Calhoon and Fuchs investigated the effects of peer-assisted learning strategies (PALS) and curriculum-based measurement (CBM) on the mathematics performance of secondary students with disabilities. They found that students using the PALS/CBM improved in mathematics computation skills but not on concepts and applications. Calhoon, M. B., Fuchs, L. S., & Hamlett, C. L. (2000). Effects of computer-based test accommodations on mathematics performance assessments for secondary students with learning disabilities. //Learning Disabilities Quarterly//, //23//, 271-282. Calhoon, Fuchs, and Hamlett compared the effects of four conditions of accommodations for testing in secondary mathematics: computer-read test, computer-read test with video, teacher read test, and standard administration. Results indicated that providing a reader – either computer or human – increased test scores. Wissick, C. A., Lloyd, J. W., & Kinzie, M. B. (1992). The effects of community training using a videodisc-based simulation. //Journal of Special Education Technology//, //11//, 207-222. Wissick investigated the use of a multimedia video based simulation to train students with moderate disabilities how to locate items in a convenience store. The students learned a process to locate items using the simulation. They were then tested on their skills in the actual stores. Using a multiple baseline across subject design two students of the three students were able to increase to generalize their skills for item location from the simulation to the actual store.

Books
The Alliance for Technology Access, (2000). Computer and Web resources for people with disabilities: A guide to exploring today’s assistive technology, 3rd edition, : Salt Lake City, Utah: Publishers Press.

Brown, A. & Green, T. D. (2006). The essentials of instructional design: Connecting fundamental principles with process and practice. Upper Saddle River: NJ: Pearson

Dick, W., & Carey, L.(1978). [|The Systematic Design of Instruction.] Glenview, IL.: Scott, Foresman. Retrieved from www.nwlink.com/~donclark/history_isd/carey.html August 27, 2008

Dick, W., Carey, L., & Carey, J. O., (2005). The systematic design of instruction. Boston: Allyn & Bacon.

Ertmer, P. A., & Quinn, J. (2007). The ID casebook: Case studies in instructional design. Upper Saddle River, NJ: Pearson.

Lindsey, J. D., (2008). Technology and exceptional individuals. Austin, TX: Pro-Ed. Lewis, R. B. (1993). Special education technology classroom applications. Pacific Grove, CA: Brooks/Cole Publishing Company.

Lohr, L. L., (2008). Creating graphics for learning and performance. Upper Saddle River, NJ: Pearson. [|Activities]: www.akoism.com/lohr2/ Male, M. (1997). Technology for Inclusion: Meeting the Special Needs of All Students (3rd ed.). Needham Heights, MA: Allyn and Bacon.

Mayer, R. E. (ed.) (2005). The Cambridge handbook of multimedia learning. New York: Cambridge University Press.

Reiser, R. A., & Dempsey, J. V. (2002). Trends and issues in instructional design and technology. Upper Saddle River, NJ: Pearson.

References for Community Based Instruction
Alcantara, P. R. (1994). Effects of videotape instructional package on purchasing skills of children with autism. Exceptional Children, 61, 40-55.

American Association on Mental Retardation. (1992). Mental Retardation: Definition, Classification, and Systems of Supports (9th ed.). Washington, D.C.: AAMR.

Browder, D. M., Snell, M. E., & Wildonger, B. A. (1988). Simulation and community-based instruction of vending machines with time delay. Education and Training in Mental Retardation, 23, 175-185.

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32-41.

Browning, P., & White, W. A. T. (1986). Teaching life enhancement skills with interactive video-based curricula. Education and Training of the Mentally Retarded, 21, 236-244.

Browning, P., White, W. A. T., Nave, G., & Zembrosky-Barkin, P. (1986). Interactive video in the classroom: A field study. Education and Training of the Mentally Retarded, 21, 85-92. Church, G., & Glennen, S. (1992). The handbook of assistive technology. San Diego, CA: Singular.

Clees, T. J. (1995). Self-recording of student’s daily schedules of teachers’ expectancies: Perspectives on reactivity, stimulus control, and generalization. Exceptionality, 5, 113-129.

Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19(6), 2-10.

Cognition and Technology Group at Vanderbilt. (1993a). Anchored instruction and situated cognition revisited. Educational Technology, 33 (3), 52-70.

Cognition and Technology Group at Vanderbilt. (1993b). Integrated media: Toward a theoretical framework for utilizing their potential. Journal of Special Education Technology, 12, 71-85.

Cognition and Technology Group at Vanderbilt. (1994). Multimedia environments for developing literacy in at-risk students. In B. Means (ed.), Technology and education reform: The reality behind the promise. San Francisco: Jossey-Bass Publishers (p.23-56).

Conners, F. A., & Detterman, D. K. (1987). Information-processing correlates of computer-assisted word learning by mentally retarded students. American Journal of Mental Deficiency, 91, 606-612.

Crusco, A. H., Carter, P., McGrath, M., Payne, E., Antonow, J., & O'Dell, S. (1986). Skill requirements for interactive video instruction with persons with mental retardation. Mental Retardation, 24, 99-105. Cuvo, J., & Klatt, K. (1992). Effects of community-based, videotape, and flashcard instruction of community referenced sight words on students with mental retardation. Journal of Applied Behavior Analysis, 25, 499-512.

Duffy, A. T., & Nietupski, J. (1985). Acquisition and maintenance of video game initiation, sustaining and termination skills. Education and Training of the Mentally Retarded, 20, 157-162.

Esposito, L., & Campbell, P. H. (1987). Computers and severely and physically handicapped individuals. In J. Lindsey (Ed.), Computers and exceptional individuals (pp. 105-124). Columbus, OH: Merrill Publishing.

Garner, J. B., & Campbell, P. H. (1987). Technology for persons with severe intellectual disabilities: Practical and ethical considerations. The Journal of Special Education, 21, 122-132. Griffin, M. M. (1995). You can’t get there from here: Situated learning, transfer, and map skills. Contemporary Educational Psychology, 20, 65-87.

Haring, T. G., Breen, C. G., Weiner, J., Kennedy, C. H., & Bednersh, F. (1995). Using videotape modeling to facilitate generalized purchasing skills. Journal of Behavioral Education, 5, 29-53.

Haring, T. G., Kennedy, C. H., Adams, M. J., & Pitts-Conway, V. (1987). Teaching generalization of purchasing skills across community settings to autistic youth using videotape modeling. Journal of Applied Behavior Analysis, 20, 89-96.

Hedberg, J., & Alexander, S. (1994). Virtual reality in education: Defining researchable issues. Educational Media International, 31, 214-220.

Horner, R. H., Albin, R. W., & Ralph, G. (1986). Generalization with precision: The role of negative teaching examples in the instruction of generalized grocery item selection. Journal of the Association for Persons with Severe Handicaps, 11, 300-08.

Horner, R. H., & McDonnell, J. J., & Bellamy, G. T. (1986). Teaching generalized skills: General case instruction in simulation and community settings. In R. H. Horner, L. H. Meyer, & H. D. Fredericks (Eds.), Education of learners with severe handicaps: Exemplary service strategies (pp. 289-314). Baltimore: Paul H. Brookes Publishing Co.

Horner, R. H., Sprague, J., & Wilcox, B. (1982). General case programming for community activities. In B. Wilcox & G. T. Bellamy (Eds.), Design of high school programs for severely handicapped students (pp. 61-98). Baltimore: Paul H. Brookes Publishing Co.

Iacono, T. A., & Miller, J. F. (1989). Can microcomputers be used to teach communication skills to students with mental retardation? Education and Training of the Mentally Retarded, 24, 32-44.

Lally, M. (1981). Computer-assisted teaching of sight-word recognition for mentally retarded school children. American Journal of Mental Deficiency, 85, 383-388.

Langone, J. (1990). Teaching students with mild and moderate learning problems. Needham Heights, MA: Allyn and Bacon.

Langone, J., Shade, J., Clees, T., and Day, T. (In press). Effects of multimedia instruction on teaching functional discrimination skills to students with moderate/severe intellectual disabilities. International Journal of Disability, Development and Education.

Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge, MA: Cambridge University Press.

McDonnell, J. J., & Ferguson, B. (1988). A comparison of general case in vivo and general case simulation plus in vivo training. The Journal of the Association for Persons with Severe Handicaps, 13, 116-124.

McDonnell, J., Hardman, M. L., Hightower, J., Keifer-O'Donnell, R., & Drew, C. (1993). Impact of community-based instruction on the development of adaptive behavior of secondary-level students with mental retardation. American Journal on Mental Retardation, 97, 575-84.

McDonnell, J. J., & Horner, R. H. (1985). Effects of in vivo versus simulation-plus-in vivo training on the acquisition and generalization of grocery item selection by high school students with severe handicaps. Analysis and Intervention in Developmental Disabilities, 5, 323-343.

McDonnell, J. J., Horner, R. H., & Williams, J. A. (1984). Comparison of three strategies for teaching generalized grocery purchasing to high school students with severe handicaps. The Journal of the Association for Persons with Severe Handicaps, 9, 123-133.

McGregor, G., & Axelrod, S. 1988). Microcomputers in the classroom: Teaching students with severe handicaps to use a computer. Education and Treatment of Children, 11, 230-238.

Morgan, R. L., & Salzburg, C. L. (1992). Effects of video-assisted training on employment-related social skills of adults with severe mental retardation. Journal of Applied Behavior Analysis, 25, 365-383. Morrow, S. A., & Bates, P. E. (1987). The effectiveness of three sets of school-based instructional materials and community training on the acquisition and generalization of community laundry skills by students with severe handicaps. Research in Developmental Disabilities, 8, 113-136.

Neef, N. A., Iwata, B. A., & Page, T. J. (1978). Public transportation training: In vivo versus classroom instruction. Journal of Applied Behavior Analysis, 11, 331-344.

Neef, N. A., Lensbower, J., Hockersmith, I., DePalma, V., & Gray, K. (1990). In vivo versus simulation training: An interactional analysis of range and type of training exemplars. Journal of Applied Behavior Analysis, 23, 447-458.

Nietupski, J., Clancy, P., Wehrmacher, L., & Parmer, C. (1985). Effects of minimal versus length delay between simulated and in vivo instruction on community performance. Education and Training of the Mentally Retarded, 20, 190-195.

Nietupski, J., Hamre-Nietupski, S., Clancy, P., & Veerhusen, K. (1986). Guidelines for making simulation an effective adjunct to in vivo community instruction. Journal of the Association for Persons with Severe Handicaps, 11, 12-18.

Okolo, C.M., Bahr, C.M., & Rieth, H.J. (1993). A retrospective view of computer-based instruction. Journal of Special Education Technology, 12, 1-27.

Page, T. J., Iwata, B. A., & Neef, N. A. (1976). Teaching pedestrian skills to retarded persons: Generalization from the classroom to the natural environment. Journal of Applied Behavior Analysis, 9, 433-444.

Payne, E., & Antonow, J. (1982). Development and applications of user produced interactive videotape instructional materials. Journal of Special Education Technology, 5(4), 33-36.

Powers, J., & Ball, T. S. (1983). Video games to augment leisure programming in a state hospital residence for developmentally disabled clients. Journal of Special Education Technology, 6(1), 48-57.

Robinson, L. (1986). Designing computer intervention for very young handicapped children. Journal of the Division for Early Childhood, 10, 209-215.

Sedlack, R. A., Doyle, M., & Schloss, P. (1982). Video games: A training and generalization demonstration with severely retarded adolescents. Education and Training of the Mentally Retarded, 17, 332-336.

Snell, M. E., & Browder, D. M. (1986). Community-referenced instruction: Research and issues. The Journal of the Association for Persons with Severe Handicaps, 11, 1-11.

Snell. M.E., & and Grigg, N.C. (1987). Instructional assessment and curriculum development. In M.E. Snell (Ed.), Systematic Instruction of Persons with Severe Handicaps (3rd ed.) (pp. 64-109). New York: Merrill/Macmillan.

Stephens, W. E., & Ludy, I. E. (1975). Action-concept learning in retarded children using photographic slides, motion picture sequences, and live demonstrations. American Journal of Mental Deficiency, 80, 277-280.

Stokes, T. F., & Osnes, P. G. (1989). An operant pursuit of generalization. Behavior Therapy, 20, 337-355.

Thorkildsen, R., Allard, K., & Reid, B. (1983). The interactive videodisc for special education project: Providing CAI for the mentally retarded. The Computing Teacher, 10(8), 73-76.

van Den Pol, R. A., Iwata, B. A., Ivancic, M. T., Page, T. J., Neef, N. A., Whitley, F. P. (1981). Teaching the handicapped to eat in public places: Acquisition, generalization and maintenance of restaurant skills. Journal of Applied Behavior Analysis, 14, 61-69.

Wissick, C.A., Lloyd, J.W., & Kinzie, M.B. (1992). The effects of community training using a videodisc-based simulation. Journal of Special Education Technology, 11, 207-22.

Wolfe, P. S. (1994). Judgment of the social validity of instructional strategies used in community-based instructional sites. JASH, 19, 43-51.

Woodward, J. and Rieth, H. (1997). A historical review of technology research in special education. Review of Educational Research, 67, 503-536.

Young, M. F. (1993). Instructional design for situated learning. Educational Technology Research and Development, 41, 43-58.

Final page references and best links for resources, annotated bibliography with at least 5 articles related to ID, or topic,