AA-AAAS Bibliography: Search

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1250 results.

  • 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
  • Choi, S., McMaster, K. L., Kohli, N., Shanahan, E., Birinci, S., An, J., Duesenberg-Marshall, M., & Lembke, E. S. (2024). Longitudinal effects of data-based instructional changes for students with intensive learning needs: A piecewise linear-linear mixed-effects modeling approach. Journal of Educational Psychology, 116(4), 608–628. https://doi.org/10.1037/edu0000853
  • Christensen, L. L., & Mitchell, J. D. (2018). Classroom perspectives on English learners with significant cognitive disabilities. University of Wisconsin–Madison, Alternate English Language Learning Assessment (ALTELLA), Wisconsin Center for Education Research. http://altella.wceruw.org/resources.html

  • 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
  • Clark, A. K., Nash, B., & Karvonen, M. (2022). Teacher assessment literacy: Implications for diagnostic assessment systems. Applied Measurement in Education, 35(1), 17–32. https://doi.org/10.1080/08957347.2022.2034823
  • Clark, A., Kobrin, J. L., Karvonen, M., & Hirt, A. (2023). Teacher use of diagnostic score reports for instructional decision-making in the subsequent academic year. Practical Assessment, Research, and Evaluation, 28(1), article 6. https://doi.org/10.7275/pare.1255
  • 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
  • Clausen, A. M., Anderson, A., Spooner, F., Walker, V. L., & Hujar, J. (2023). Preparing general education teachers to include students with extensive support needs: An analysis of “SPED 101” courses. Teacher Education and Special Education, 46(2), 146–161. https://doi.org/10.1177/08884064221114133

  • Clausen, A. M., Tapp, M. C., Pennington, R. C., Spooner, F., & Teasdell, A. (2021). A systematic review of modified schema-based instruction for teaching students with moderate and severe disabilities to solve mathematical word problems. Research and Practice for Persons with Severe Disabilities, 46(2), 94–107. https://doi.org/10.1177/15407969211007561

  • Clayton, J., Burdge, M., & Kleinert, H. (2001). Integrating alternate assessment with ongoing instruction. In H. L. Kleinert & J. F. Kearns (Eds.), Alternate assessment: Measuring outcomes and supports for students with disabilities (pp. 77–91). Paul H. Brookes.

  • Clayton, J., Burdge, M., Denham, A., Kleinert, H., & Kearns, J. (2006). A four-step process for accessing the general curriculum for students with significant cognitive disabilities. TEACHING Exceptional Children, 38(5), 20–27. https://doi.org/10.1177/004005990603800503

  • Coffin, A. B., Myles, B. S., Rogers, J., & Szakacs, W. (2016). Supporting the writing skills of individuals with autism spectrum disorder through assistive technologies. In T. A. Cardon (Ed.), Technology and the treatment of children with Autism Spectrum Disorder (pp. 59–73). Springer International.

  • Coffman, D. M., Rutt, B. T., & Shaftel, J. (2011). Qualitative analysis of Kansas Alternate Assessment data folio comments. Center for Educational Testing and Evaluation, University of Kansas. https://aai.ku.edu/technical-reports