AA-AAAS Bibliography: Search

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1056 results.
  • Chapin, S. E., McNaughton, D., Light, J., McCoy, A., Caron, J., & Lee, D. L. (2022). The effects of AAC video visual scene display technology on the communicative turns of preschoolers with autism spectrum disorder. Assistive Technology, 34(4), 577–587. https://doi.org/10.1080/10400435.2021.1893235
  • Cheek, A. E. (2016). Effects of online module + ecoaching on comprehension instruction for students with significant intellectual disability (Publication No. 10154641) [Doctoral dissertation, The University of North Carolina at Greensboro]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1817004235
  • Cheek, A. E., Harris, B. A., Koppenhaver, D. A., Garwood, J. D., & Laws, B. R. (2022). Technology-supported shared storybook reading in a rural classroom serving students with severe intellectual disabilities and complex communication needs. Rural Special Education Quarterly, 41(3), 140–152. https://doi.org/10.1177/87568705221075758
  • Cheek, A. E., Rock, M. L., & Jimenez, B. A. (2019). Online module plus ecoaching: The effects on special education teachers’ comprehension instruction for students with significant intellectual disability. Education and Training in Autism and Developmental Disabilities, 54(4), 343–357. https://www.jstor.org/journal/eductraiautideve
  • Cheng, W. M., Smith, T. B., Butler, M., Taylor, T. M., & Clayton, D. (2023). Effects of parent-implemented interventions on outcomes of children with autism: A meta-analysis. Journal of Autism and Developmental Disorders, 53(11), 4147–4163. https://doi.org/10.1007/s10803-022-05688-8
  • Cherry, J. (2023). Early intervention versus later intervention: Social-emotional and communication outcomes of children with Autism Spectrum Disorder (Publication No. 30492220) [Doctoral dissertation, La Sierra University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2821290089
  • Chiang, H.-M., & Lin, Y. H. (2007). Reading comprehension instruction for students with autism spectrum disorders: A review of the literature. Focus on Autism and Other Developmental Disabilities, 22(4), 259–267. https://doi.org/10.1177/10883576070220040801

  • Childers, K. D., Arrastia-Chisholm, M., Adams, K., & Kelley, H. (2020). Testing for all: An exploration of disproportionality in the Georgia Alternate Assessments. Georgia Educational Researcher, 17(1), 22–39. https://doi.org/10.20429/ger.2020.170103

  • Cho, H. J., & Kingston, N. (2014). Understanding test-type assignment: Why do special educators make unexpected test-type assignments? Psychology in the Schools, 51(8), 866–878. https://doi.org/10.1002/pits.21783

  • Cho, H.-J., & Kingston, N. (2013). Why IEP teams assign low performers with mild disabilities to the alternate assessment based on alternate achievement standards. The Journal of Special Education, 47(3), 162–174. https://doi.org/10.1177/0022466911435416

  • Cho, H.-J., & Kingston, N. (2015). Examining teachers’ decisions on test-type assignment for statewide assessments. The Journal of Special Education, 49(1), 16–27. https://doi.org/10.1177/0022466913498772

  • Choe, N., Shane, H., Schlosser, R. W., Haynes, C. W., & Allen, A. (2022). Directive-following based on graphic symbol sentences involving an animated verb symbol: An exploratory study. Communication Disorders Quarterly, 43(3), 143–151. https://doi.org/10.1177/1525740120976332
  • Christensen, L. L., Mitchell, J. D., Shyyan, V. V., & Ryan, S. (2018). Characteristics of English learners with significant cognitive disabilities: Findings from the individual characteristics questionnaire. University of Wisconsin-Madison, Alternate English Language Learning Assessment (ALTELLA), Wisconsin Center for Education Research. http://altella.wceruw.org/resources.html

  • Christmus, M. J. B. (2019). Curricular assessments in South Carolina by teachers of students with severe disabilities (Publication No. 22587001) [Doctoral dissertation, University of South Carolina]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2307176109
  • Chung, Y.-C., & Carter, E. W. (2013). Promoting peer interactions in inclusive classrooms for students who use speech-generating devices. Research and Practice for Persons with Severe Disabilities, 38(2), 94–109. https://doi.org/10.2511/027494813807714492

  • Cizek, G. J., Kosh, A. E., & Toutkoushian, E. K. (2018). Gathering and evaluating validity evidence: The generalized assessment alignment tool. Journal of Educational Measurement, 55(4), 477–512. https://doi.org/10.1111/jedm.12189

  • Clancy, M., & Gardner, J. (2017). Using digital portfolios to develop non-traditional domains in special education settings. International Journal of ePortfolio, 7(1), 93–100. http://theijep.com/

  • Clark, A. K., & Karvonen, M. (2020). Constructing and evaluating a validation argument for a next-generation alternate assessment. Educational Assessment, 25(1), 47–64. https://doi.org/10.1080/10627197.2019.1702463

  • Clark, A. K., & Karvonen, M. (2021). Instructionally embedded assessment: Theory of action for an innovative system. Frontiers in Education, 6, 724938. https://doi.org/10.3389/feduc.2021.724938
  • Clausen, A. (2022). Embedding numeracy instruction within standards-based algebra lessons for secondary students with extensive support needs (Publication No. 29319128) [Doctoral dissertation, The University of North Carolina at Charlotte]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2705756257