AA-AAAS Bibliography: Search

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1223 results.

  • Cannella-Malone, H. I., Konrad, M., & Pennington, R. C. (2015). ACCESS! Teaching writing skills to students with intellectual disability. TEACHING Exceptional Children, 47(5), 272–280. https://doi.org/10.1177/0040059915580032

  • Carey, C. R. (2024). Inclusion teachers’ perceived barriers to meeting the academic needs of students with disabilities (Publication No. 30992353) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2970279402

  • Carnahan, C. R., Williamson, P. S., Hollingshead, A., & Israel, M. (2012). Using technology to support balanced literacy for students with significant disabilities. TEACHING Exceptional Children, 45(1), 20–29. https://doi.org/10.1177/004005991204500104

  • Carney, D. P. J., Henry, L. A., Messer, D. J., Danielsson, H., Brown, J. H., & Rönnberg, J. (2013). Using developmental trajectories to examine verbal and visuospatial short-term memory development in children and adolescents with Williams and Down syndromes. Research in Developmental Disabilities, 34(10), 3421–3432. https://doi.org/10.1016/j.ridd.2013.07.012

  • Caron, J. G., & Holyfield, C. (2019). High-tech aided AAC for individuals with autism spectrum disorder and complex communication needs. In J. B. Ganz & R. L. Simpson (Eds.), Interventions for individuals with autism spectrum disorder and complex communication needs (pp. 103–127). Paul H. Brookes.

  • Caron, J., Light, J., & McNaughton, D. (2020). Effects of an AAC app with transition to literacy features on single-word reading of individuals with complex communication needs. Research and Practice for Persons with Severe Disabilities, 45(2), 115–131. https://doi.org/10.1177/1540796920911152

  • Caron, J., Light, J., & McNaughton, D. (2021). Effects of a literacy feature in an augmentative and alternative communication app on single-word reading of individuals with severe autism spectrum disorders. Research and Practice for Persons with Severe Disabilities, 46(1), 18–34. https://doi.org/10.1177/1540796921992123

  • Caron, J., Light, J., & McNaughton, D. (2023). Effects of adapted letter-sound correspondence instruction with older learners with complex communication needs and autism spectrum disorder. Augmentative and Alternative Communication, 39(1), 45–59. https://doi.org/10.1080/07434618.2022.2121226
  • Carpenter, M. E. (2021). Effects of check-in/check-out on the behavior of students with autism spectrum disorder who have extensive support needs (Publication No. 28650780) [Doctoral dissertation, University of North Carolina at Charlotte]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2569612672
  • Carpenter, M. E., Lo, Y., Walker, V. L., Masud, A. B., & Tapp, M. C. (2023). Effects of check-in/check-out on the behavior of students with autism spectrum disorder who have extensive support needs. Psychology in the Schools, 60(9), 3504–3519. https://doi.org/10.1002/pits.22934
  • Carpenter, M. E., Pennington, R. C., & Walker, M. (2020). Using a technology-based instructional package to teach students with ASD to construct sentences. Research, Advocacy, and Practice for Complex and Chronic Conditions, 39(1), 3–20. https://doi.org/10.14434/rapcc.v39i1.28644
  • Carpenter, M. E., Walker, V. L., Fredrick, D., & Edyburn, D. L. (2023). Systematically planning supports to promote access to and meaningful participation in general education settings for students with IDD. TEACHING Exceptional Children, 56(2), 90–97. https://doi.org/10.1177/00400599231182624

  • Carrizales, D., & Tindal, G. (2009). Test design and validation of inferences for the Oregon alternate assessment. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 275–299). Paul H. Brookes.

  • Carter, E. W., & Biggs, E. E. (2019). Evidence-based practices for adolescents and adults with autism spectrum disorder and complex communication needs. In J. B. Ganz & R. L. Simpson (Eds.), Interventions for individuals with autism spectrum disorder and complex communication needs (pp. 225–247). Paul H. Brookes.

  • Carter, E. W., & Hughes, C. (2006). Including high school students with severe disabilities in general education classes: Perspectives of general and special educators, paraprofessionals, and administrators. Research and Practice for Persons with Severe Disabilities, 31(2), 174–185. https://doi.org/1177/154079690603100209

  • Carter, E. W., Asmus, J., Moss, C. K., Biggs, E. E., Bolt, D. M., Born, T. L., Brock, M. E., Cattey, G. N., Chen, R., Cooney, M., Fesperman, E., Hochman, J. M., Huber, H. B., Lequia, J. L., Lyons, G., Moyseenko, K. A., Riesch, L. M., Shalev, R. A., Vincent, L. B., & Weir, K. (2016). Randomized evaluation of peers support arrangements to support the inclusion of high school student with severe disabilities. Exceptional Children, 82(2), 209–233. https://doi.org/10.1177/0014402915598780

  • Carter, E. W., Asmus, J., Moss, C. K., Cooney, M., Weir, K., Vincent, L., Born, T., Hochman, J. M., Bottema-Beutel, K., & Fesperman, E. (2013). Peer network strategies to foster social connections among adolescents with and without severe disabilities. TEACHING Exceptional Children, 46(2), 51–59. https://doi.org/10.1177/004005991304600206

  • Carter, E. W., Tuttle, M., Asmus, J. M., Moss, C. K., & Lloyd, B. P. (2024). Observations of students with and without severe disabilities in general education classes: A portrait of inclusion? Focus on Autism and Other Developmental Disabilities, 39(1), 3–13. https://doi.org/10.1177/10883576231178268

  • Causton, J., Udvari-Solner, A., & MacLeod, K. M. (2017). Creating educational adaptations, accommodations, and modifications. In F. P. Orelove, D. Sobsey, & D. L. Gilles (Eds.), Educating students with severe and multiple disabilities: A collaborative approach (5th ed., pp. 407–435). Paul H. Brookes.

  • Causton-Theoharis, J. N., & Malmgren, K. W. (2005). Increasing peer interactions for students with severe disabilities via paraprofessional training. Exceptional Children, 71(4), 431–444. https://doi.org/10.1177/001440290507100403