In this Issue

Table of Contents

Parents Using Explicit Reading Instruction with Their Children At-Risk for Reading Difficulties

Bethany M. McConnell, Rick Kubina
pp. 115-139
DOI: https://doi.org/10.1353/etc.2016.0010
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Programming for Generalization of Oral Reading Fluency Using Computer-Assisted Instruction and Changing Fluency Criteria

Starr E. Keyes, Gwendolyn Cartledge, Lenwood Gibson Jr., Porsha Robinson-Ervin
pp. 141-172
DOI: https://doi.org/10.1353/etc.2016.0011
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Comparing Social Stories™ to Cool Versus Not Cool

Justin B. Leaf, Erin Mitchell, Donna Townley-Cochran, John McEachin, Mitchell Taubman, Ronald Leaf
pp. 173-185
DOI: https://doi.org/10.1353/etc.2016.0006
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Strategies for Increasing Reading Comprehension Skills in Students with Autism Spectrum Disorder: A Review of the Literature

Elizabeth Finnegan, Amanda L. Mazin
pp. 187-219
DOI: https://doi.org/10.1353/etc.2016.0007
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Perceptions of Mental Health Concerns for Secondary Students with Disabilities during Transition to Adulthood

Marcus Poppen, James Sinclair, Kara Hirano, Lauren Lindstrom, Deanne Unruh
pp. 221-246
DOI: https://doi.org/10.1353/etc.2016.0008
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Learning RFT: An Introduction to Relational Frame Theory and Its Clinical Application by Törneke Niklas (review)

Elian Aljadeff-Abergel
pp. 247-256
DOI: https://doi.org/10.1353/etc.2016.0009
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