1 박은영, "자폐인의 직업유지 요인에 관한 사례 연구" 42 (42): 207-226, 2007
2 임경원, "자폐인의 직업유지 요인" 한국학술정보(주) 2006
3 보건복지가족부, "연도별 장애인 현황" 저자 2006
4 김태련, "아동기 자폐증 평정척도 지침서" 도서출판 특수교육 1996
5 Agran, M., "Using self-monitoring to increase following-direction skills of students with moderate to severe disabilities in general education. Education and Training in Mental Retardat"
6 Halle, J. W., "Using changing-criterion methodology to enhance the vocational performance of a developmentally disabled adult: A home-based demonstration" 12 (12): 83-95, 1989
7 Hughes, C., "The transition handbook: Strategies high school teachers use that work" Paul H. Brookes 2000
8 Wehmeyer, M. L., "The self-determination focus of transition goals for students with mental retardation" 21 (21): 75-86, 1998
9 Gilberts, G. H., "The effects of peer delivered self-monitoring strategies on the participation of students with severe disabilities in general education classrooms. The Association for Persons with Severe H"
10 Kaiser, A. P., "The effect of parent- implemented enhanced milieu teaching on the social communication of children who have autism" 11 (11): 423-446, 2000
1 박은영, "자폐인의 직업유지 요인에 관한 사례 연구" 42 (42): 207-226, 2007
2 임경원, "자폐인의 직업유지 요인" 한국학술정보(주) 2006
3 보건복지가족부, "연도별 장애인 현황" 저자 2006
4 김태련, "아동기 자폐증 평정척도 지침서" 도서출판 특수교육 1996
5 Agran, M., "Using self-monitoring to increase following-direction skills of students with moderate to severe disabilities in general education. Education and Training in Mental Retardat"
6 Halle, J. W., "Using changing-criterion methodology to enhance the vocational performance of a developmentally disabled adult: A home-based demonstration" 12 (12): 83-95, 1989
7 Hughes, C., "The transition handbook: Strategies high school teachers use that work" Paul H. Brookes 2000
8 Wehmeyer, M. L., "The self-determination focus of transition goals for students with mental retardation" 21 (21): 75-86, 1998
9 Gilberts, G. H., "The effects of peer delivered self-monitoring strategies on the participation of students with severe disabilities in general education classrooms. The Association for Persons with Severe H"
10 Kaiser, A. P., "The effect of parent- implemented enhanced milieu teaching on the social communication of children who have autism" 11 (11): 423-446, 2000
11 Wehmeyer. M. L., "Teaching students with mental retardation: providing access to the general curriculum" 246-248, 2002
12 Wehmeyer, M. L, "Teaching self-monitoring, self evaluation, and self-reinforcement strategies. In M. L. Wehmeyer, M. Agran, & C. Hughes, Teaching self- determination to students with disabilities: Basic skills for successfu"
13 King-Sears, M. E., "Teaching self-management to elementary students with developmental disabilities" American Association on Mental Retardation 1997
14 Wehmeyer, M. L., "Teaching self- determination to students with disabilities" Paul H. Brookes 1998
15 Reichle, J., "Teaching an individual with severe intellectual delay to request assistance conditionally" 25 (25): 275-286, 2005
16 Agran, M, "Student-directed learning: Teaching self-determination skills" Pacific Grove, CA: Brooks/Cole 1997
17 Bulter, D. L., "Structuring instruction to promote self-regulated learning by adolescents and adults with learning disabilities" 11 (11): 39-60, 2003
18 Winne, P. H., "Self-regulation of ubiquitous but its forms vary with knowledge" 30 (30): 223-228, 1995
19 Zimmerman, B. J., "Self-regulated learning and academic achievement; theory, research, and practice" Springer- Verlag 1989
20 Benitez, D. T., "Promoting the involvement of students with emotional and behavioral disorders in career and vocational planning and decision-making: The self-determined career development model. Behavioral Disorder"
21 German, S. L., "Promoting self-determination: Using take action to teach goal attainment" 23 (23): 27-38, 2000
22 "McGlashing-Johnson, J., Agran, M., Sitilington, P., Cavin, M., & Wehmeyer, M. (2003). Enhancing the job performance of youth with moderate to severe cognitive disabilities using the self-determined learning model of instruction. Research & Practice for Pe"
23 Smith, M. D., "Managing the behavior of adults with autism in the job setting" 16 (16): 145-154, 1986
24 Martin, J. E., "Increasing self-determination: Teaching students to plan, work, evaluate, and adjust" 69 (69): 431-447, 2003
25 Hwang, B., "Increasing early social-communicative skills of preverbal preschool children with autism through social interactive training" 25 (25): 18-28, 2000
26 Kiresuk, T. J., "Goal attainment scaling: Applications, theory, and measurement" Erbaum 1994
27 Borkowski, J. G., "General problem solving skills: Relation between metacognition and strategic processing" 57-70, 1989
28 Moes, D. R., "Contextualized Behavioral Support in Early Intervention for Children with Autism and Their Families" 32 (32): 519-533, 2002
29 Copeland, S. R., "An intervention package to support high school students with mental retardation in general education classrooms" 107 (107): 32-45, 2002
30 Hughes, C. H., "A preliminary validation of strategies that support the transition from school to adult life" 20 (20): 1-14, 1997
31 Whitman, T. L., "A comparison of external and self-instructional teaching formats with mentally retarded adults in a vocational training setting" 8 (8): 71-388, 1987
32 노동부, "2008 노동백서" 저자 2008
33 Held, M. F., ""The John Jones show": How one teacher facilitated self-determined transition planning for a young man with autism" 19 (19): 177-188, 2004