AA-AAAS Bibliography: Search

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1250 results.

  • 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

  • Cawthon, S. W. (2006). National survey of accommodations and alternate assessments for students who are deaf or hard of hearing in the United States. Journal of Deaf Studies and Deaf Education, 11(3), 337–359. https://doi.org/10.1093/deafed/enj040

  • Cawthon, S. W., & Wurtz, K. A. (2009). Alternate assessment use with students who  are deaf or hard of hearing: An exploratory mixed-methods analysis of portfolio, checklists, and out-of-level test formats. Journal of Deaf Studies and Deaf Education, 14(2), 155–177. https://doi.org/10.1093/deafed/enn027

  • Celestin, S. A. (2011). “Do they really understand our kids?”: Perceptions of policymakers & special educators on instruction for students with significant intellectual disabilities (Publication No. 3478724) [Doctoral dissertation, University of Delaware]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/904546576
  • Chamberlain, C., & Witmer, S. (2017). Students with intellectual disability: Predictors of accountability test participation. Education and Training in Autism and Developmental Disabilities, 52(1), 38–50. https://www.jstor.org/journal/eductraiautideve
  • Chang, C.-J., & Wang, H.-T. (2018). Applying secondary-tier group-based video modeling to teach children with developmental disabilities to communicate using iPad®. Education and Training in Autism and Developmental Disabilities, 53(2), 209–221. https://www.jstor.org/journal/eductraiautideve

  • Channell, M. M., Loveall, S. J., & Conners, F. A. (2013). Strengths and weaknesses in reading skills of youth with intellectual disabilities. Research in Developmental Disabilities, 34(2), 776–787. https://doi.org/10.1016/j.ridd.2012.10.010

  • 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