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Volume 27 Number 2

• Human Functioning, Supports, Assistive Technology, and Evidence-Based Practices in the Field of Intellectual Disability
  Ruth Luckasson and Robert L. Schalock
• Support Needs of Adults with Intellectual Disability Across Domains: ἀe Role of Technology
  Michael L. Wehmeyer, Marc J. Tassé, Daniel K. Davies, and Stephen Stock
• Integrating Augmentative and Alternative Communication and Peer Supportfor Students with Disabilities: A Social-Ecological Perspective
  Kimberly Wolowiec Fisher and Karrie A. Shogren
• Individuals with Intellectual and/or Developmental Disabilities Use of Assistive Technology Devices in Support Provision
  Brian R. Bryant, Soonwha Seok, Minwook Ok, and Diane Pedrotty Bryant
• Is There an App for That?
  Karen H. Douglas, Brian W. Wojcik, and James R. Thompson

Volume 27 Number 1

• Comparison of Task Performance by Students with Autism and Moderate Intellectual Disabilities when Presenting Video Models on Large and Small Screen Sizes
  Linda C. Mechling and Iva R. Youhouse
• Technology-Based Practice to Teach Preservice Teachers to Assess Oral Reading Fluency
  Cathy Newman-Thomas, Cindy Ann Smith, Xinting Zhao, Caroline I. Kethley, Herbert J. Rieth, Elizabeth A. Swanson, and Yusung Heo
• Exploring the Efficacy of Online Strategy Instruction for Improving
  the Reading Abilities of Students with Learning Disabilities
  Nancy S. Fitzgerald, Susan P. Miller, Kyle Higgins, Tom Pierce, and Dick Tandy

Volume 26 Number 4

• Speaking Math – A Voice Input, Speech Output Calculator for Students with Visual Impairments
  Emily C. Bouck, Sara Flanagan, Gauri S. Joshi, Waseem Sheikh,
  and Dave Schleppenbach
• An Examination of Hand-held Computer-assisted Instruction on Subtraction Skills for Second Grade Students with Learning and Behavioral Disabilities
  Philip D. Nordness, Ann Haverkost, and Annette Volberding
• Video Modeling of Cooperative Discussion Group Behaviors with Students with Learning Disabilities in a Secondary Content-area Classroom
  Chris O’Brien and Charles L. Wood
• A Virtual Map to Support People Who Are
  Blind in Navigation Through Real Spaces
  Orly Lahav, David W. Schloerb, Siddarth Kumar, and Mandayam A. Srinivasan

Volume 26 Number 3

• 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

• The Use of Assistive Technology To Improve Time Management Skills of a Young Adult With an Intellectual Disability
  Julie M. Green, Elizabeth M. Hughes, and Joseph B. Ryan

• Learning To Drive a Wheelchair in Virtual Reality
  Dean P. Inman, Ken Loge, Aaron Cram, and Missy Peterson

• The Use of Instructional Technology in Direct Vocabulary Instruction
  Julia B. Stoner, Ann R. Beck, Marcia Dennis, and Howard P. Parette, Jr.

Volume 26 Number 2

• A Research Synthesis of the Literature on Multimedia Anchored Instruction in Preservice Teacher Education
  Cathy Newman Thomas and Herbert J. Rieth

• Exploring the Bridge from Multimedia Cases to Classrooms: Evidence of Transfer
  Gail Fitzgerald, Katherine Mitchem, Candice Hollingsead, Kevin Miller, Kevin Koury, and Hui-Hsien Tsai

• Effects of Video Adaptations on Comprehension of Students with Intellectual and Developmental Disabilities
  Anna S. Evmenova, Michael M. Behrmann, Margo A. Mastropieri, Pamela H. Baker, and Heidi J. Graff

Volume 26 Number 1

• A Comparison of Computer-based Testing and Pencil-and-Paper Testing for Students with a Read-aloud Accommodation
  Claudia Flowers, Do-Hong Kim, Preston Lewis, and Violeta Carmen Davis

• Technology And Self-Determination in Transition Planning: the Impact of Technology Use in Transition Planning On Student Self-Determination
  Michael L. Wehmeyer, Susan B. Palmer, Kendra Williams-Diehm, Karrie A. Shogren, Daniel K. Davies, and Steven Stock

• Using Speech Recognition Software to Increase Writing Fluency for Individuals with Physical Disabilities
  Jennifer Tumlin Garrett, Kathryn Wolff Heller, Linda P. Fowler, Paul A. Alberto, Laura D. Fredrick, and Colleen M. O’Rourke

• Effectiveness of Electronic Text and Pictorial Graphic Organizers to Improve Comprehension Related to Functional Skills
  Karen H. Douglas, Kevin M. Ayres, John Langone, Virginia Bell Bramlett

Volume 25 Number 4

• Computer-Assisted Instruction to Enhance the Reading
  Comprehension of Struggling Readers: A Review of the Literature
  Maria Earman Stetter and Marie Tejero Hughes

• The Effects of Word Prediction and Text-to-Speech Technologies on the Narrative Writing Skills of Hispanic Students with Specific Learning Disabilities
  Monica C. Silió and Patricia M. Barbetta

• Is the Pen Mightier? Using Pentop Computers to Improve Secondary Students’ Writing
  Emily C. Bouck, Teresa Taber Doughty, Sara M. Flanagan, Kathryn Szwed, and Laura Bassette

Volume 25 Number 3

• Introduction to the Topical Issue: Shaping STEM Education for All Students
  James D. Basham and Matthew T. Marino
• Technology to Advance High School and Undergraduate Students
  with Disabilities in Science, Technology, Engineering, and Mathematics
  Mark H. Leddy
• An Ecological Model of STEM Education: Operationalizing STEM for all
  James D. Basham, Maya Israel, and Kathie Maynard
• Using Technology to Support STEM Reading
  Matthew H. Schneps, Jamie K. O’Keeffe, Amanda Heffner-Wong, and Gerhard
  Sonnert
• An Analysis of Factors that Affect Struggling Readers’ Achievement During a Technology-enhanced STEM Astronomy Curriculum
  Matthew T. Marino, Anne C. Black, Michael T. Hayes, and Constance C.
  Beecher
• Applying Technology to Enhance STEM Achievement for Students with Disabilities: The Blending Assessment with Instruction Program
  Edward L. Meyen and Diana L. Greer
• Technology and Communications Coursework: Facilitating the Progression of Students with Learning Disabilities Through High School Science and Math Coursework
  Dara Shifrer and Rebecca Callahan

Volume 25 Number 2

• Using Symbol-Supported Writing Software with Students with Down Syndrome: An Exploratory Study
  Joanne McCartney Prest, Pat Mirenda, and Daphne Mercier
• Assistive and Educational Technology Standards and Teacher Competencies in Relation to Evidence-based Practice: Identification and Classification of the Literature
  Elizabeth M. Dalton and Susan E. Roush
• Computer Mediated Communication in the Universal Design for Learning Framework for Preparation of Special Education Teachers
  James D. Basham, K. Alisa Lowrey, and Aimee deNoyelles
• Moving Toward a Hybrid Teacher Education Course: Supporting the Theory to Practice Challenge in Special Education
  Phyllis Jones and Elizabeth A. West

Volume 25 Number 1

• Defining a Technology Research Agenda for Elementary and Secondary Students with Learning and Other High-Incidence Disabilities in Inclusive Science Classrooms
  Matthew T. Marino
• The Use of Repeated Reading with Computer Modeling to Promote Reading Fluency with Students Who Have Physical Disabilities
  Mari Beth Coleman and Kathryn Wolff Heller
• Using a Sonified Topographic Approach to Communicate Spatial Information to People with Visual Impairments
  Paporn Thebpanya

Volume 24 Number 4

• Deepening Content Understanding in Social Studies Using Digital Text and Embedded Vocabulary Supports
  Karen Clay, Judith Zorfass, Alise Brann, Andrea Kotula, Keith Smolkowski
• Using Video Modeling via Handheld Computers to Improve Geometry Skills for High School Students with Learning Disabilities
  David F. Cihak and Tammy Bowlin
• Are Handheld Computers Dependable? A New Data Collection System for Classroom-based Observations
  Tufan Adiguzel, Kimberly J. Vannest, and Richard I. Parker

Volume 24 Number 3

• Supported eText: Literacy Scaffolding for Students with Disabilities
  Lynne Anderson-Inman
• Supported eText: Effects of Text-to-Speech on Access and Achievement for High School Students with Disabilities
  Margo Vreeberg Izzo, Amanda Yurick, and Bianca McArrell
• Supported eText in Captioned Videos: A Comparison of Expanded versus Standard Captions on Student Comprehension of Educational Content
  Lynne Anderson-Inman, Fatima E. Terrazas-Arellanes, and Uladzimir Slabin
• Expanding Literacy for Learners with Intellectual Disabilities: The Role of Supported eText
  Karen H. Douglas, Kevin M. Ayres, John Langone, Virginia Bell, and Cara Meade
• Exploring the Effects of Digital Note Taking on Student Comprehension of Science Texts
  Mark A. Horney, Lynne Anderson-Inman, Fatima Terrazas-Arellanes, William Schulte, Jon Mundorf, Sheri Wiseman, Keith Smolkowski, Jen Katz-Buonincontro, and Mindy L. Frisbee

Volume 24 Number 2

• 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, and Annika Dahlgren Sandberg
• Assistive Technology and Mathematics: What Is There and Where Can We Go in Special Education
  Emily C. Bouck and Sara Flanagan
• The Other Technological Divide: K-12 Web Accessibility
  S. Kathleen Krach and Milan Jelenic

Volume 24 Number 1

• Who Is Using Assistive Technology in Schools?
  Brianna Stegall Quinn, Michael Behrmann, Margo Mastropieri, Margaret E. Bausch, Melinda Jones Ault, and Yoosun Chung
• Applications of Video-Conferencing Technology in Special Education Teacher Preparation
  Maya Israel, Earle Knowlton, Deborah Griswold, and Amber Rowland
• Writing in a Multimedia Environment: Pilot Outcomes for High School Students in Special Education
  Kavita Rao, Peter W. Dowrick, and JoAnn W. L. Yuen, and Precille C. Boisvert
• Mothers of Children with LD and ADHD: Empowerment Through Online Communication
  Malka Margalit and Marshall H. Raskind

Volume 23 Number 4

• Broadcasting Disability: An Exploration of the Educational Potential of a Video Sharing Web Site
  Barbara E. Bromley
• Meeting the Assistive Technology Needs of Students with Duchenne Muscular Dystrophy
  Kathryn Wolff Heller, Peter J. Mezei, and Mary Jane Thompson Avant
• The Effectiveness of Video Tutorials for Teaching Preservice Educators to Use Assistive Technologies
  Toni Van Laarhoven, Dennis D. Munk, Leslie M. Zurita, Kathleen Lynch, Brian Zurita, Thomas Smith, and Lynette Chandler

Volume 23 Number 3

• Video Supports for Teaching Students with Developmental Disabilities
  Kevin M. Ayres and John Langone
• 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 and Leigh Schrader
• The Efficacy of Technology Use by People with Intellectual Disability: A Single-Subject Design Meta-Analysis
  Michael L. Wehmeyer, Susan B. Palmer, Sean J. Smith, Daniel K. Davies, and Steven Stock
• Comparison of Static Picture and Video Prompting on the Performance of Cooking-Related Tasks by Students with Autism
  Linda C. Mechling and Melissa R. Gustafson
• Using Video Modeling to Increase Variation in the Conversation of Children with Autism
  Marjorie H. Charlop, Laura Gilmore, and Gina T. Chang

Volume 23 Number 2

• Going Beyond AT Devices: Are AT Services Being Considered?
  Margaret E. Bausch, Melinda Jones Ault, Anna S. Evmenova, and Michael M. Behrmann
• Does It Add Up? Calculators as Accommodations for Sixth Grade Students with Disabilities
  Emily C. Bouck and Mary K. Bouck
• Using Software to Enhance the Writing Skills of Students with Special Needs
  Jennifer Cullen, Stephen B. Richards, and Catherine Lawless Frank

Volume 23 Number 1

• Simultaneous and Delayed Video Modeling: An Examination of System Effectiveness and Student Preferences
  Teresa Taber-Doughyt, Scott E. Patton, and Stephanie Brennan
• Social Skills Instruction for Adolescents with Emotional Disabilities: A Technology-Based Intervention
  Therese M. Cumming, Kyle Higgins, Tom Pierce, Susan Miller, Randall Boone, and Richard Tandy
• Comparison of the Effects of SMART Board Technology and Flash Card Instruction on Sight Word Recognition and Observational Learning
  Linda C. Mechling, David L. Gast, and Kimberly L. Thompson

Volume 22 Number 4

• Embedded Technology: Current and Future Practices for Increasing Accessibility for All Students
  Leanne R. Ketterlin-Geller and Gerald Tindal
• Collaboration Strategies Reported by Teachers Providing Assistive Technology Services
  Elizabeth M. McLaren, Margaret E. Bausch, Melinda Jones Ault, and the National Assistive Technology Research Institute (NATRI) Group
• Snapshot–Ten Years After the Law: A Survey of the Current Status of University Web Accessibility
  S. Kathleen Krach
• Technology-Based Practices in Social Studies Instruction for Students with High-Incidence Disabilities: A Review of the Literature
  Richard T. Boon, Cecil Fore III, Tracy Blankenship, and Jill Chalk

Volume 22 Number 3

• The Future is Now: Application and Innovation of Technology in Special Education
  Tracy Gray and Heidi Silver-Pacuilla
• Defining Quality Indicators for Special Education Technology Research
  Russell Gersten and Dave Edyburn
• Research About Assistive Technology: 2000-2006. What Have We Learned?
  Cynthia M. Okolo and Emily C. Bouck
• Speech Technology and Its Potential for Special Education
  Yong Zhao
• Technology at Home: Implications for Children with Disabilities
  Emily C. Bouck, Cynthia M. Okolo, and Carrie Anna Courtad
• Epistemic Games as Career Preparatory Experiences for Students with Disabilities
  David Williamson Shaffer

Volume 22 Number 2

• Electronic Performance Support Systems: An Assistive Technology Tool for Secondary Students with Mild Disabilities
  Katherine Mitchem, Jason Kight, Gail Fitzgerald, Kevin Koury, and Thitinun Boonseng
• A Comparison of Video Modeling Perspectives for Students with Autism
  Kevin M. Ayres and John Langone
• Developing Reflective Thought in Preservice Educators: Utilizing Role-Plays and Digital Video
  LeAnne Robinson and Bridget Kelley
• Memory Strategy Training in Spanish People with Moderate Intellectual Disabilities in a Technological Setting
  Luz F. Pérez Sánchez and Jesús A. Beltrán Llera

Volume 22 Number 1

• Reading Rate and Comprehension as a Function of Computerized Versus Traditional Presentation Mode: A Preliminary Study
  Christy A. Sorrell
  Little Tennessee Valley Educational Cooperative, Loudon, TN
  Sherry Mee Bell and R. Steve McCallum
  University of Tennessee, Knoxville, TN
• 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, and Katie Endicott
  Utah State University, Logan, UT
• Using an Advance Organizer Guided Behavior Matrix to Support Teachers’ Problem Solving in Classroom Behavior Management
  Wei-Chen Hung and James Lockard
  Northern Illinois University, DeKalb, IL
• Developing a Statewide System for Providing and Assessing Outcomes of Assistive Technology
  Sally Fennema-Jansen, Dave L. Edyburn, and Roger O. Smith
  University of Wisconsin – Milwaukee, Milwaukee, WI
  Susan Wilson
  Ohio Department of Education, Columbus, OH
  Mary Binion
  OCALI, Columbus, OH

Volume 21 Number 4

• Introduction to the Special Issue on Technology Applications in Early Childhood Special Education
  Joan Lieber, Ph.D., Guest Editor
  University of Maryland – College Park
• Recommended Practices and Parent Perspectives Regarding AT Use in Early Intervention
  M. Jeanne Wilcox
  Arizona State University, Tempe
  Lauren M. Dugan, Philippa H. Campbell
  Thomas Jefferson University, Philadelphia
  Amy Guimond
  Arizona State University
• Constructing an Assistive Technology Toolkit for Young Children: Views from the Field
  Sharon Judge, Ph.D.
  The University of Tennessee
• The Universal Design for Play Tool: Establishing Validity and Reliability
  Amy Goetz Ruffino, Susan G. Mistrett, Machiko Tomita, and Poonam Hajare
  State University of New York at Buffalo
• Establishing and Maintaining an Early Childhood Emergent Literacy Technology Curriculum
  Patricia L. Hutinger, Carol Bell, Gary Daytner, and Joyce Johanson
  Western Illinois University

Volume 21 Number 3

• The Impact of Word Prediction Software on the Written Output of Students with Physical Disabilities
  Pat Mirenda and Kirsten Turoldo
  University of British Columbia
  Constance McAvoy
  Special Education Technology-British Columbia (SET-BC)
  Vancouver, British Columbia, Canada
• Assistive Software Tools for Secondary-level Students With Literacy Difficulties
  Alissa A. Lange, Martin McPhillips, Gerry Mulhern, and Judith Wylie
  Queen’s University, Belfast, UK
• School Web Sites: Are They Accessible to All?
  Julie A. Wells
  Children’s Hospital of Philadelphia
  Ann E. Barron
  University of South Florida
• Increased Content Knowledge of Students with Visual Impairments as a Result of Extended Descriptions
  Richard Ely
  WGBH National Center for Accessible Media
  Robert Wall Emerson
  Western Michigan University
  Theresa Maggiore, Madeleine Rothberg, Trisha O’Connell
  WGBH National Center for Accessible Media
  Laurel Hudson
  Perkins School for the Blind

Volume 21 Number 2

• Using a Computer-Adapted, Conceptually Based History Text to Increase Comprehension and Problem-Solving Skills of Students with Disabilities
  Todd Twyman and Gerald Tindal
  University of Oregon
• The Efficacy of an Interactive Hypermedia Program for Teaching a Test-Taking Strategy to Students with High-Incidence Disabilities
  Paula E. Lancaster and Sean J. C. Lancaster
  Grand Valley State University
  Jean B. Schumaker and Donald D. Deshler
  University of Kansas
• Video-Case Instruction for Teachers of Students With Problem Behaviors in General
  and Special Education Classrooms
  Darlene H. Anderson
  Brigham Young University
  Benjamin Lignugaris/Kraft
  Utah State University
• Assistive Technology for Individuals with Disabilities: A Review and Synthesis of the Literature
  Sandra Alper and Sahoby Raharinirina
  University of Northern Iowa

Volume 21 Number 1

• The Impact of Cognitive Organizers and Technology-Based Practices on Student Success in Secondary Social Studies Classrooms
  Richard T. Boon, Mack D. Burke, Cecil Fore, III
  The University of Georgia
  Vicky G. Spencer
  George Mason University
• The Influence of AAC Device Type, Dynamic vs. Static Screen, on Peer Attitudes
  Karen Dudek, Ann R. Beck, and James R. Thompson
  Illinois State University
• Play Outcomes and Satisfaction with Toys and Technology of Young Children with Special Needs
  Ellen M. Hamm
  Canisius College
  Susan G. Mistrett and Amy Goetz Ruffino
  University at Buffalo
• Assistive Technology and Literacy Learning: Reflections of Parents and Children
  Tara Jeffs
  East Carolina University
  Michael Behrmann and Brenda Bannan-Ritland
  George Mason University

Volume 20 Number 3

• Effects of Technology-Enhanced Practice on Scoring Accuracy of Oral Reading Fluency
  Paul J. Riccomini, Pamela M. Stecker
  Clemson University
• The Effect of Active Student Responding during Computer-Assisted Instruction on Social Studies Learning by Students with Learning Disabilities
  Annamaria Jerome, Ed.D., Patricia M. Barbetta, Ph.D.
  Florida International University
• Distance Education: An Exploration of Alternative Methods and Types of Instructional Media in Teacher Education
  Ashley Ann Skylar
  California State University, Northridge
  Kyle Higgins, Randall Boone, Paul Jones, Tom Pierce, Jeff Gelfer
  University of Nevada Las Vegas
• Handwritten and Word-Processed Story Retellings by School-Aged Students Who Are Deaf
  Melody L. Stoner, Susan R. Easterbrooks, Joan M. Laughton
  University of Georgia
• Considering Response Efficiency as a Strategy to Prevent Assistive Technology Abandonment
  Susan S. Johnston, Joanna Evans
  University of Utah
• Collaboration is Key: How a Community of Practice Promotes Technology Integration
  Judith Zorfass, Heather Keefe Rivero
  Education Development Center, Inc.

Volume 20 Number 2

• Promoting Independent Performance of Transition-Related Tasks Using a Palmtop
  PC-based Self-Directed Visual and Auditory Prompting System
  Laura A. Riffel
  Behavioral Intervention Program
  Michael L. Wehmeyer, Ann P. Turnbull, Jennifer Lattimore
  University of Kansas
  Daniel Davies, Steven Stock
  AbleLink Technologies
  Sherilyn Fisher
  Shawnee Mission Public Schools
• Effects of Computer-Based Cognitive Mapping on Reading Comprehension for Students with Emotional Behavior Disorders
  Tracy L. Blankenship, Kevin M. Ayres, John Langone
  The University of Georgia
• The Effect of Instructor-created Video Programs to Teach Students with Disabilities:
  A Literature Review
  Linda Mechling
  University of North Carolina, Wilmington
• Form versus Function: Using Technology To Develop Individualized Education Programs for Students with Disabilities
  Gloria Lodato Wilson
  Hofstra University
  Craig A. Michaels, Howard Margolis
  Queens College, City University of New York

Volume 20 Number 1

• Computer-Based Reading Instruction for Young Children with Disabilities
  Yeunjoo Lee
  California State University, Bakersfield
  Cynthia O. Vail
  University of Georgia
• Usability Testing of the ClassWide Peer Tutoring-Learning Management System
  Jay Buzhardt, Mary Abbott, Charles Greenwood, Yolanda Tapia
  Juniper Gardens Children’s Project, University of Kansas
• The Compensatory Effectiveness of the Quicktionary Reading Pen II
  on the Reading Comprehension of Students with Learning Disabilities
  Eleanor L. Higgins, Marshall H. Raskind
  The Frostig Center
• Online Staff Development for Teachers: Multi-State Planning for Implementation
  Edward L. Meyen, Chien-Hui Yang
  The University of Kansas

Volume 19 Number 4

• Technology Use by Students with Intellectual Disabilities: An Overview
  Michael L. Wehmeyer, Sean J. Smith, Susan B. Palmer
  University of Kansas
  Daniel K. Davies
  AbleLink Technologies
• Creating a Technology Toolkit for Students with Mental Retardation: A Systematic Approach
  Phil Parette, Brian W. Wojcik
  Illinois State University
• Computer Assisted Instruction to Teach Item Selection in Grocery Stores: An Assessment of Acquisition and Generalization
  Karen Hutcherson, John Langone, Kevin Ayres, Tom Clees
  The University of Georgia
• Internet-Based Multimedia Tests and Surveys for Individuals with Intellectual Disabilities
  Steven E. Stock, Daniel K. Davies
  AbleLink Technologies, Inc.
  Michael L. Wehmeyer
  University of Kansas
• Emerging Technologies and Cognitive Disability
  David Braddock
  University of Colorado System and Coleman Institute for Cognitive Disabilities
  Mary C. Rizzolo
  University of Illinois at Chicago
  Micah Thompson
  Coleman Institute for Cognitive Disabilities
  Rodney Bell
  ASSET Consulting
• 2003 in Review: A Synthesis of the Special Education Technology Literature
  Dave L. Edyburn
  University of Wisconsin-Milwaukee

Volume 19 Number 3

• Using Word Prediction Software to Increase Typing Fluency with Students with Physical Disabilities
  Jennifer Tumlin, Kathryn Wolff Heller
  Georgia State University
• Exploration of Unknown Spaces by People Who Are Blind Using a Multi-sensory Virtual Environment
  Orly Lahav, David Mioduser
  Tel Aviv University, School of Education
• Live, Interactive Paraprofessional Training Using Internet Technology: Description and Evaluation
  Robert L. Morgan, David E. Forbush, Jon Nelson
  Utah State University
• The Impact of PBL Technology on the Preparation of Teachers of English Language Learners
  Theresa A. Ochoa, Mary L. Kelly
  Indiana University
  Shannon Stuart, Diana Rogers-Adkinson
  University of Wisconsin Whitewater

Volume 19 Number 2

• Project ACCESS: Field Testing an Assistive Technology Toolkit for Students with Mild Disabilities
  Kathleen S. Puckett
  University of Tennessee
• Comparison of the TouchFree Switch to a Physical Switch, Children’s Abilities and Preferences: A Pilot Study
  Jamie Cole
  Lake Stevens (WA) School District
  Yvonne Swinth
  University of Puget Sound
• Effects of Acculturation on Assistive Technology Service Delivery
  Howard P. Parette
  Illinois State University
  Mary Blake Huer
  California State University-Fullerton
  Marcia Scherer
  University of Rochester Medical Center
• Perceptions of Students with Disabilities Regarding the Value of Technology-based
  Support Activities on Postsecondary Education and Employment
  Weol Soon Kim-Rupnow
  Center on Disability Studies, University of Hawaii at Manoa
  Sheryl Burgstahler
  DO-IT, University of Washington

Volume 19 Number 1

• I Can Do It Better on the Computer: The Effects of Technology-enabled Scaffolding on Young Writers’ Composition
  Carol Sue Englert, Margaret Manalo, Yong Zhao
  Michigan State University
• Effects of Multimedia, Computer-based Instruction on Grocery Shopping Fluency
  Linda C. Mechling
  The University of North Carolina at Wilmington
• Pediatric Tele-health Consultation to Rural Schools and Clinics in the Pacific Northwest
  Stephen Sulzbacher, Jennifer Mas, Eric H. Larson, David B. Shurtleff
  University of Washington
• Four Models of Assistive Technology Consideration: How Do They Compare to
  Recommended Educational Assessment Prac tices?
  Emily H. Watts, Mary O’Brian, Brian W. Wojcik
  Illinois State University

Volume 18 Number 4

• The Role of Technology in Preparing Youth with Disabilities for Postsecondary Education and Employment
  Sheryl Burgstahler
  University of Washington
• The Interdependent Roles of All Players in Making Technology Accessible
  Terry Thompson
  The University of Washington
• Findings from the Study of Transition, Technology and Postsecondary Supports for Youth with Disabilities: Implications for Secondary School Educators
  Robert A. Stodden, Megan A. Conway, Kelly B.T. Chang
  University of Hawaii at Manoa
• Assistive Technology, Universal Design, Universal Design for Learning: Improved Learning Opportunities
  Chuck Hitchcock, Skip Stahl
  National Center on Accessing the General Curriculum Center for Applied Special Technology
• The Role of the Vocational Rehabilitation Counselor in Procuring Technology to Facilitate Success in Postsecondary Education for Youth with Disabilities
  Peg Lamb
  Holt Public Schools
• Employer Perspectives on Hiring and Accommodating Youth in Transition
  Richard G. Luecking
  TransCen, Inc.

Volume 18 Number 3

• 2002 in Review: A Synthesis of the Special Education Technology Literature
  Dave L. Edyburn
  University of Wisconsin-Milwaukee
• Assistive Technology Integration in Special Education Teacher Preparation:
  Program Coordinators’ Perceptions of Current Attainment and Importance
  Craig A. Michaels
  Queens College, City University of New York
  Jennifer McDermott
  H. Ashton Marsh Elementary School, Absecon, New Jersey
• A Qualitative Study of Teachers’ Acceptance of a Speech-to-Text Transcription System in High School and College Classrooms
  Lisa B. Elliot, Susan Foster, Michael Stinson
  National Technical Institute for the Deaf at Rochester Institute of Technology

Volume 18 Number 2

• Effects of Video-Based and Applied Problems on the Procedural Math Skills of Average- and Low-Achieving Adolescents
  Brian A. Bottge
  University of Wisconsin–Madison
  Mary Heinrichs
  Wisconsin Center for Education Research
  Shih-Yi Chan
  National Tainan Teachers College, Taiwan
  Zara Dee Mehta, Elizabeth Watson
  University of Wisconsin–Madison
• Assistive Technology: Legal Issues for Students with Disabilities and Their Schools
  Janice Neibaur Day, Dixie Snow Huefner
  University of Utah
• Core Curriculum in Assistive Technology: In-Service for Special Educators and Therapists
  Frankie K. Dissinger
  University of Missouri-Kansas City

Volume 18 Number 1

• The Future of Computer-based Interactive Technology for Teaching Individuals With Moderate to Severe Disabilities: Issues Relating to Research and Practice
  John Langone, Tom J. Clees, Lloyd Rieber, Michael Matzko
  The University of Georgia
• Accessibility of State Department of Education Home Pages and Special Education Pages
  Christine Opitz, Wilhelmina Savenye
  Arizona State University
  Cyndi Rowland
  Utah State University
• The Comprehensive Evaluation of Professional Development Software: A Review of the Literature
  Carl J. Liaupsin
  University of Arizona