AA-AAS Bibliography

  • Adlof, S. M., Klusek, J., Shinkareva, S. V., Robinson, M. L., & Roberts, J. E. (2015). Phonological awareness and reading in boys with fragile X syndrome. Journal of Child Psychology and Psychiatry, 56(1), 30-39. doi:10.1111/jcpp.12267
  • Afacan, K., Wilkerson, K. L., & Ruppar, A. L. (2018). Multicomponent reading interventions for students with intellectual disability. Remedial and Special Education, 39(4), 229-242. doi:10.1177/0741932517702444
  • Agran, M., Alper, S., & Wehmeyer, M. (2002). Access to the general curriculum for students with significant disabilities: What it means to teachers. Education and Training in Mental Retardation and Developmental Disabilities, 37(2), 123-133. Retrieved from http://daddcec.org/Publications/ETADDJournal.aspx
  • Agran, M., Wehmeyer, M., Cavin, M., & Palmer, S. (2010). Promoting active engagement in the general education classroom and access to the general education curriculum for students with cognitive disabilities. Education and Training in Autism and Developmental Disabilities, 45(2), 163-174. Retrieved from http://daddcec.org/Publications/ETADDJournal.aspx
  • Ahlgrim-Delzell, L., & Rivera, C. (2015). A content comparison of literacy lessons from 2004 and 2010 for students with moderate and severe intellectual disability. Exceptionality, 23(4), 258-269. doi:10.1080/09362835.2015.1064417
  • Ahlgrim-Delzell, L., Browder, D. M., Wood, L., Stanger, C., Preston, A. I., & Kemp-Inman, A. (2016). Systematic instruction of phonics skills using an iPad for students with developmental disabilities who are AAC users. The Journal of Special Education, 50(2), 86-97. doi:10.1177/0022466915622140
  • Ainsworth, M. K., Evmenova, A. S., Behrmann, M., & Jerome, M. (2016). Teaching phonics to groups of middle school students with autism, intellectual disabilities and complex communication needs. Research in Developmental Disabilities, 56, 165-176. doi:10.1016/j.ridd.2016.06.001
  • Alison, C., Root, J. R., Browder, D. M., & Wood, L. (2017). Technology-based shared story reading for students with autism who are English-language learners. Journal of Special Education Technology, 32(2), 91-101. doi:10.1177/0162643417690606
  • Allor, J. H., Champlin, T. M., Gifford, D. B., & Mathes, P. G. (2010). Methods for increasing the intensity of reading instruction for students with intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45(4), 500-511. Retrieved from http://daddcec.org/Publications/ETADDJournal.aspx
  • Allor, J. H., Gifford, D. B., Otaiba, S. A., Miller, S. J., & Cheatham, J. P. (2013). Teaching students with intellectual disability to integrate reading skills: Effects of text and text-based lessons. Remedial and Special Education, 34(5), 346-356. doi:10.1177/0741932513494020
  • Allor, J. H., Mathes, P. G., Roberts, J. K., Cheatham, J. P., & Otaiba, S. A. (2014). Is scientifically based reading instruction effective for students with below-average IQs?. Exceptional Children, 80(3), 287-306. doi:10.1177/0014402914522208
  • Allor, J. H., Mathes, P. G., Roberts, J. K., Jones, F. G., & Champlin, T. M. (2010). Teaching students with moderate intellectual disabilities to read: An experimental examination of a comprehensive reading intervention. Education and Training in Developmental Disabilities, 45(1), 3-22. Retrieved from http://daddcec.org/Publications/ETADDJournal.aspx
  • Almond, P., Seeratan, K. L., Nagle, K., Cameto, R., Haertel, G., Debarger, A., … Fujii, R. (2011). Alternate assessment design – Mathematics. Technical report 7: Pilot task tryouts design and analysis. Menlo Park, CA: SRI International. Retrieved from http://alternateassessmentdesign.sri.com/techreports/AAD_M_TechRpt7_033011final1.pdf
  • Alper, S., Ryndak, D. L., & Schloss, C. N. (2001). Alternate assessment of students with disabilities in inclusive settings. Boston: Allyn & Bacon.
  • Altman, J. R., Lazarus, S. S., Quenemoen, R. F., Kearns, J., Quenemoen, M., & Thurlow, M. L. (2010). 2009 survey of states: Accomplishments and new issues at the end of a decade of change. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved from http://www.cehd.umn.edu/NCEO/OnlinePubs/2009StateSurvey.pdf
  • Andersen, L., & Nash, B. (2016). Making science accessible to students with significant cognitive disabilities. Journal of Science Education for Students With Disabilities, 19(1), article 3. doi:10.1017/CBO9781107415324.004
  • Andersen, L., Nash, B. L., & Bechard, S. (2018). Articulating the validity evidence for a science alternate assessment. Journal of Research in Science Teaching, 55(6), 826-848. doi:10.1002/tea.21441
  • Anderson, D., Farley, D., & Tindal, G. (2015). Test design considerations for students with significant cognitive disabilities. The Journal of Special Education, 49(1), 3-15. doi:10.1177/0022466913491834
  • Anderson, D., Lai, D.-F., Alonzo, J., & Tindal, G. (2011). Examining a grade-level math CBM designed for persistently low-performing students. Educational Assessment, 16(1), 15-34. doi:10.1080/10627197.2011.551084
  • Apitz, M., Ruppar, A., Roessler, K., & Pickett, K. J. (2017). Planning lessons for students with significant disabilities in high school English classes. TEACHING Exceptional Children, 49(3), 168-174. doi:10.1177/0040059916654900
  • Arnold, S., & Reed, P. (2016). Reading assessments for students with ASD: A survey of summative reading assessments used in special educational schools in the UK. British Journal of Special Education, 43(2), 122-141. doi:10.1111/1467-8578.12127
  • Arthanat, S., Curtin, C., & Knotak, D. (2013). Comparative observations of learning engagement by students with development disabilities using an iPad and computer: A pilot study. Assistive Technology, 25(4), 204-213. doi:10.1080/10400435.2012.761293
  • Asaro-Saddler, K., & Bak, N. (2013). Persuasive writing and self-regulation training for writers with autism spectrum disorders. The Journal of Special Education, 48(2), 92-105. doi:10.1177/0022466912474101
  • Ault, M. J., Baggerman, M. A., & Horn, C. K. (2017). Effects of an app incorporating systematic instruction to teach spelling to students with developmental delays. Journal of Special Education Technology, 32(3), 123-137. doi:10.1177/0162643417696931
  • Ayres, K. M., Lowrey, K. A., Douglas, K. H., & Sievers, C. (2011). I can identify Saturn but I can’t brush my teeth: What happens when the curricular focus for students with severe disabilities shifts. Education and Training in Autism and Developmental Disabilities, 46(1), 11-21. Retrieved from http://daddcec.org/Publications/ETADDJournal.aspx
  • Ayres, K. M., Lowrey, K. A., Douglas, K. H., & Sievers, C. (2012). The question still remains: What happens when the curricular focus for students with severe disabilities shifts? A reply to Courtade, Spooner, Browder, and Jimenez (2012). Education and Training in Autism and Developmental Disabilities, 47(1), 14-22. Retrieved from http://daddcec.org/Portals/0/CEC/Autism_Disabilities/Research/Publications/Education_Training_Development_Disabilities/2011v47_journals/ETADD_2012v47n1p14-22_The_question_still_remains.pdf
  • Bailey, R. L., Angell, M. E., & Stoner, J. B. (2011). Improving literacy skills in students with complex communication needs who use augmentative/alternative communication systems. Education and Training in Autism and Developmental Disabilities, 46(3), 352-368. Retrieved from http://daddcec.org/Publications/ETADDJournal.aspx
  • Baker, J. N., Spooner, F., Ahlgrim‐Delzell, L., Flowers, C., & Browder, D. M. (2010). A measure of emergent literacy for students with severe developmental disabilities. Psychology in the Schools, 47(5), 501-513. doi:10.1002/pits.20486
  • Ballard, S. L., & Dymond, S. K. (2016). Acquired severe disabilities and complex health care needs: Access to inclusive education. Research and Practice for Persons With Severe Disabilities, 41(3), 191-208. doi:10.1177/1540796915621190
  • Ballard, S. L., & Dymond, S. K. (2017). Addressing the general education curriculum in general education settings with students with severe disabilities. Research and Practice for Persons With Severe Disabilities, 42(3), 155-170. doi:10.1177/1540796917698832
  • Barnard-Brak, L., Thompson, S., Wei, T., & Richman, D. (2014). Assistive technology as a predictor of general or alternate assessment among elementary-aged students with autism spectrum disorders. Assistive Technology, 26(2), 81-87. doi:10.1080/10400435.2013.833557
  • Barnett, J. H., Frankel, A. J., & Fisher, K. W. (2018). Systematic review of evidence-based interventions in science for students with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 53(2), 128-145. Retrieved from http://daddcec.org/Publications/ETADDJournal.aspx
  • Barnitt, V., Jones, P., & Thomas, D. (2015). Including learners with severe intellectual disabilities: System planning and support for greater inclusive practices. In E. A. West (Ed.), International perspectives on inclusive education: Including learners with low-incidence disabilities (pp. 63-87). Bingley, UK: Emerald Group Publishing Limited. doi:10.1108/S1479-363620140000005003
  • Bechard, S. (2001). Models for reporting the results of alternate assessments within state accountability systems. Synthesis Report No. 39. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved from http://www.cehd.umn.edu/NCEO/OnlinePubs/archive/Synthesis/Synthesis39.html
  • Behuniak, P. (2009). Considering the consequences of alternate assessments. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 317-327). Baltimore, MD: Paul H. Brookes.
  • Behuniak, P., & Amenta, J. (2009). Assessing all students in Connecticut. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 157-170). Baltimore, MD: Paul H. Brookes.
  • Bennett, D. E., & Davis, M. A. (2001). The development of a computer-based alternate assessment system. Assessment for Effective Intervention, 26(3), 15-34. doi:10.1177/073724770102600302
  • Bennett, K. (2013). Improving vocational skills of students with disabilities: Applications of covert audio coaching. TEACHING Exceptional Children, 46(2), 60-67. doi:10.1177/004005991304600207
  • Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5-25. doi:10.1080/0969594X.2010.513678
  • Bentley, J. (2008). Lessons from the 1%: Children with labels of severe disabilities and their peers as architects of inclusive education. International Journal of Inclusive Education, 12(5), 543-561. doi:10.1080/13603110802377599
  • Bezue-Tull, G. M. (2013). An analysis of teacher perspectives on the Mississippi Alternate Assessment of Extended Curriculum Framework. Dissertation Abstracts International Section A: Humanities and Social Sciences, 75(04), E.
  • Bonanni, J. M. (2018). The effect of project-based poetry writing intervention on writing attitudes among students with severe learning disabilities. The Graduate Review, 3(1), 8-22. Retrieved from https://vc.bridgew.edu/grad_rev/vol3/iss1/6
  • Bouck, E. C. (2017). Understanding participation: Secondary students with Autism Spectrum Disorder and the accountability system. Education and Training in Developmental Disabilities, 52(2), 132-143. Retrieved from http://daddcec.org/Publications/ETADDJournal.aspx
  • Britt, A. P. (2015). Improving the comprehension of students with significant developmental disabilities: Systematic instruction on the steps for completing and using a graphic organizer (Doctoral dissertation, George Mason University). Retrieved from http://digilib.gmu.edu/jspui/handle/1920/10150
  • Brock, M. E., & Carter, E. W. (2013). A systematic review of paraprofessional-delivered educational practices to improve outcomes for students with intellectual and developmental disabilities. Research and Practice for Persons With Severe Disabilities, 38(4), 211-221. doi:10.1177/154079691303800401
  • Brock, M. E., Seaman, R. L., & Gatsch, A. L. (2018). Efficacy of video modeling and brief coaching on teacher implementation of an evidence-based practice for students with severe disabilities. Journal of Special Education Technology. Advance online publication. doi:10.1177/0162643418770639
  • Brock, M. E., Seaman, R. L., & Downing, C. (2017). Promoting learning for a student with a severe disability through paraprofessional training. Research and Practice for Persons With Severe Disabilities, 42(4), 211-224. doi:10.1177/1540796917729682
  • Brosh, C. R., Root, J. R., Saunders, A. F., Spooner, F., & Fisher, L. B. (2018). Embedding literacy in mathematics problem solving instruction for learners with intellectual and developmental disability. Inclusion, 6(2), 81-96. doi:10.1352/2326-6988-6.2.81
  • Browder, D. M. (2001). Curriculum and assessment for students with moderate and severe disabilities. New York: American Institutes for Research.
  • Browder, D. M., & Cooper-Duffy, K. (2003). Evidence-based practices for students with severe disabilities and the requirement for accountability in "No Child Left Behind". The Journal of Special Education, 37(3), 157-163. doi:10.1177/00224669030370030501
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