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Annual Author Index ETC Volume 36, Nos. 1– 4 February 2013 — November 2013
In lieu of an abstract, here is a brief excerpt of the content:

ACHMADI, Donna. See GREEN, Vanessa A., 2:59–85.

ALBERT, Kristin M. See CARBONE, Vincent J., 2:139–159.

ALBER-MORGAN, Sheila R. See CULLEN, Jennifer, 2:87–103.

ALBRECHT, Susan Fread. See CANCIO, Edward, 4:71–94.

ALTER, Peter; WALKER, Ja’Nina; LANDERS, Eric: Teachers’ Perceptions of Students’ Challenging Behavior and the Impact of Teacher Demographics, 4:51–69.

ANTHONY, Nicole. See RAVER, Sharon A. 2:15–32.

BAL, Aydin; PERZIGIAN, Aaron B. T.: Evidence-based Interventions for Immigrant Students Experiencing Behavioral and Academic Problems: A Systematic Review of the Literature, 4:5–28.

BENNER, Gregory J.; KUTASH, Krista; NELSON, J. Ron; FISHER, Michelle B.:Closing the achievement gap of youth with emotional and behavioral disorders through multi-level systems of supports, 3:15–29.

BLOOM, Sarah E. See DURÁN, Lillian K., 1:73–95.

BODEN, Lauren J. See ENNIS, Robin Parks, 3:81–99.

BODEN, Lauren J. See SWAIN-BRADWAY, Jessica, 3:31–46.

BOELEMA, Tanya. See GREEN, Vanessa A., 2:59–85.

BOGAN, Jane E.See WILEY Andrew L., 4:29–50.

BOOKER, Belle B. See OAKES, Wendy Peia, 4:95–126.

BOUDREAU, Jordan; HARVEY, Mark T.: Increasing Recreational Initiations for Children Who have ASD Using Video Self Modeling, 1:49–60.

BRIGHAM, Frederick J. See WILEY Andrew L., 4:29–50.

BROWDER, Diane. See SMITH, Bethany R., 1:1–31.

BRUNTMYER, D. Tichelle. See SCHEUERMANN, Brenda K. 3:147–160.

WANG, Eugene W. See SCHEUERMANN, Brenda K. 3:147–160.

CANCIO, Edward; ALBRECHT, Susan Fread; JOHNS, Beverley H.: Defining Administrative Support and Its Relationship to the Attrition of Teachers of Students with Emotional and Behavioral Disorders, 4:71–94.

CARBONE, Vincent J.; O’BRIEN, Leigh; SWEENEY-KERWIN, Emily J.; ALBERT, Kristin M.: Teaching Eye Contact to Children with Autism: A Conceptual Analysis and Single Case Study, 2:139–159.

CARLILE, Kelly A.; REEVE, Sharon A.; REEVE, Kenneth F., DEBAR, Ruth M.: Using Activity Schedules on the iPod touch to Teach Leisure Skills to Children with Autism, 2:33–57.

CARPENTER Clint. See JOHNSON, Leah E., 3:135–145.

CARR, James E. See LOVE, Jessa R., 1:139–160.

CARSON, Rori. See HENDRICKSON, Jo M., 4:169–194.

CARTER, Stacy L.; WONG Chiu-Yin; MAYTON Michael R.: Enhancing Foreign Language Competency Using the Cover, Copy, Compare Technique: An Exploratory Evaluation, 2:105–116.

CAVANAUGH, Brian: Performance Feedback and Teachers’ Use of Praise and Opportunities to Respond: A Review of the Literature, 1:111–137.

CHO, Dana. See RAVER, Sharon A. 2:15–32.

COOPER, Justin. See SCOTT, Terrance M., 3:101–119.

CULLEN, Jennifer; KEESEY, Sue; ALBER-MORGAN, Sheila R.; WHEATON, Joe: The Effects of Computer-Assisted Instruction using Kurzweil 3000 on Sight Word Acquisition for Students with Mild Disabilities, 2:87–103.

DEBAR, Ruth M. See CARLILE, Kelly A., 2:33–57.

DELORETO Lou. See GAGE, Nicholas A., 2:117–138.

DRYSDALE, Heather. See GREEN, Vanessa A., 2:59–85.

DUCHAINE, Ellen L. See SCHEUERMANN, Brenda K. 3:147–160.

DURÁN, Lillian K.; BLOOM, Sarah E.; SAMAHA, Andrew L.: Adaptations to a functional behavior assessment with a Spanish-speaking preschooler: A Data-Based Case Study, 1:73–95.

ENNIS, Robin Parks; JOLIVETTE, Kristine; BODEN, Lauren J.: STOP and DARE: Self-regulated strategy development for persuasive writing with elementary students with E/BD in a residential facility, 3:81–99.

ESCH, Kathleen; FRYLING, Mitch J.: A Comparison of Two Variations of the High-Probability Instructional Sequence with a Child with Autism, 1:61–72.

FISHER, Michelle B. See BENNER, Gregory J., 3:15–29.

FERRO, Jolenea B. See WHITFORD, Denise K., 4:147–167.

FOGT, Julie B. See GEORGE, Michael P., 3:47–62.

FRYLING, Mitch J. See ESCH, Kathleen, 1:61–72.

GAGE, Nicholas A.: Characteristics of Students with Emotional Disturbance Manifesting Internalizing Behaviors: A Latent Class Analysis, 4:127–145.

GAGE, Nicholas A.; DELORETO Lou; SUGAI, George: Truancy and Zero Tolerance in High School: Does Policy Align with Practice? 2:117–138.

GEORGE, Michael P.; GEORGE, Nancy L.; KERN, Lee; FOGT, Julie B.: Three-tiered support for students with EBD: Highlights of the universal tier, 3:47–62.

GEORGE, Nancy L. See GEORGE, Michael P., 3:47–62.

GILINSKY, Nicole. See JOHNSON, Leah...

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