AA-AAAS Bibliography: Search

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1250 results.

  • Allor, J. H., Mathes, P. G., Roberts, J. K., Cheatham, J. P., & Al Otaiba, S. (2014). Is scientifically based reading instruction effective for students with below-average IQs? Exceptional Children, 80(3), 287–306. https://doi.org/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 Autism and Developmental Disabilities, 45(1), 3–22. https://doi.org/10.1080/09362835.2013.802236
  • Allor, J. H., Yovanoff, P., Al Otaiba, S., Ortiz, M. B., & Conner, C. (2020). Evidence for a literacy intervention for students with intellectual and developmental disabilities. Education and Training in Autism and Developmental Disabilities, 55(3), 290–302. https://www.jstor.org/journal/eductraiautideve
  • Allor, J., Al Otaiba, S., Ortiz, M., & Folsom, J. (2014). Comprehensive beginning reading. In D. Browder & F. Spooner (Eds.), More language arts, math, and science for students with severe disabilities (pp. 109–126). Paul H. Brookes. https://brookespublishing.com
  • Allor, J., Gregor, C., & Al Otaiba, S. (2023). How to implement evidence-based literacy practices with students with intellectual and developmental disabilities: Examples from a text-centered literacy intervention. Division on Autism and Developmental Disabilities (DADD) Online Journal, 10(1), 64–79. https://daddcec.com/publications/dadd-online-journal
  • Alloway, T., & Lepere, A. (2021). Sustained attention and working memory in children with autism spectrum disorder. International Journal of Disability, Development and Education, 68(1), 1–9. https://doi.org/10.1080/1034912X.2019.1634792
  • Almond, P., Seeratan, K. L., Nagle, K., Cameto, R., Haertel, G., Debarger, A., Morrison, K., & Fujii, R. (2011). Pilot task tryouts design and analysis (Alternate Assessment Design-Mathematics. Technical Report 7). SRI International. http://alternateassessmentdesign.sri.com/AAD_M_TechReports.html

  • Alper, S. (2001). Alternate assessment of students with disabilities in inclusive settings. In S. Alper, D. Ryndak, & C. N. Schloss (Eds.), Alternate assessment of students with disabilities in inclusive settings (pp. 1–18). Allyn and Bacon.

  • Alper, S., & Mills, K. (2001). Nonstandardized assessment in inclusive school settings. In S. Alper, D. L. Ryndak, & C. N. Schloss (Eds.), Alternate assessment of students with disabilities in inclusive settings (pp. 54–74). Allyn and Bacon.

  • Alper, S., Ryndak, D. L., & Schloss, C. N. (2001). Alternate assessment of students with disabilities in inclusive settings. Allyn & Bacon.

  • Alsaeed, A., Mansouri, M. C., Shogren, K. A., Raley, S. K., Kurth, J. A., Leatherman, E. M., & Turner, E. L. (2023). A systematic review of interventions to promote self-determination for students with extensive support needs. Research and Practice for Persons with Severe Disabilities, 48(1), 3–24. https://doi.org/10.1177/15407969231153397
  • 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. University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/StateReports/2009_survey_of_states.htm
  • Alvarez, A. N. (2021). Filling the gap: Assessing academic proficiency of students with disabilities (Publication No. 28543214) [Doctoral dissertation, City University of Seattle]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2572572939

  • Ancelle, J. A. G. (2016). Assistive technologies at the edge of language and speech science for children with communication disorders: VocalID, Free Speech, and SmartPalate. In Information Resources Management Association (Ed.), Special and gifted education: Concepts, methodologies, tools, and applications: Vol. II (pp. 996–1019). Information Science Reference. https://doi.org/10.4018/978-1-5225-0034-6.ch042

  • Anders, S. B. (2015). Elementary and secondary special education teachers’ experiences of inclusion for students with moderate to severe disabilities: A phenomenological study (Publication No. 3737140) [Doctoral dissertation, Liberty University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1747433047

  • Andersen, K., Levenson, L., & Blumberg, F. C. (2016). The promise and limitations of assistive technology use among children with autism. In Information Resources Management Association (Ed.), Special and gifted education: Concepts, methodologies, tools, and applications: Vol. II (pp. 740–759). Information Science Reference. https://doi.org/10.4018/978-1-5225-0034-6.ch032

  • 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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/10.1080/10627197.2011.551084