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1144 results.
  • Etienne, E. (2023). Elementary teachers’ use of evidence-based practices for students with autism spectrum disorder in New Jersey: A qualitative case study (Publication No. 30315220) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2826072005
  • Everhart, J. M., Alber-Morgan, S. R., & Park, J. H. (2011). Effects of computer-based practice on the acquisition and maintenance of basic academic skills for children with moderate to intensive educational needs. Education and Training in Autism and Developmental Disabilities, 46(4), 556–564. https://www.jstor.org/journal/eductraiautideve
  • Evmenova, A. S., & Behrmann, M. M. (2011). Research-based strategies for teaching content to students with intellectual disabilities: Adapted videos. Education and Training in Autism and Developmental Disabilities, 46(3), 315–325. https://www.jstor.org/journal/eductraiautideve
  • Evmenova, A. S., & Hrisseh, R. (2023). Use assistive and instructional technologies. In R. Pennington, M. J. Ault, G. Courtade, J. M. Jameson, & A. Ruppar (Eds.), High leverage practices and students with extensive support needs (pp. 234–245). Routledge; Council for Exceptional Children. https://doi.org/10.4324/9781003175735-20

  • Evmenova, A. S., Behrmann, M. M., Mastropieri, M. A., Baker, P. H., & Graff, H. J. (2011). Effects of video adaptations on comprehension of students with intellectual and developmental disabilities. Journal of Special Education Technology, 26(2), 39–54. https://doi.org/10.1177/016264341102600203

  • Evmenova, A. S., Graff, H. J., & Behrmann, M. M. (2017). Providing access to academic content for high-school students with significant intellectual disability through interactive videos. Focus on Autism and Other Developmental Disabilities, 32(1), 18–30. https://doi.org/10.1177/1088357615609307

  • Farley, D. P. (2017). Exploring reading growth profiles for middle school students with significant cognitive disabilities (Publication No. 10260625) [Doctoral dissertation, University of Oregon]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1899153129

  • Farley, D., Anderson, D., Irvin, P. S., & Tindal, G. (2017). Modeling reading growth in grades 3 to 5 with an alternate assessment. Remedial and Special Education, 38(4), 195–206. https://doi.org/10.1177/0741932516678661

  • Farley, D., Saven, J. L., Tindal, G., & Nese, J. F. (2013). Analysis of growth on state tests for students with significant cognitive disabilities (Technical Report No. 1311). Behavioral Research and Teaching, University of Oregon. http://www.ncaase.com/docs/TechRpt_1311GrowthModelRept.2013.pdf

  • Favart, M., Potocki, A., Broc, L., Quémart, P., Bernicot, J., & Olive, T. (2016). The management of cohesion in written narratives in students with specific language impairment: Differences between childhood and adolescence. Research in Developmental Disabilities, 59, 318–327. https://doi.org/10.1016/j.ridd.2016.09.009

  • Feerrar, S. L. (2023). Perceived effectiveness of teacher preparation for teaching students with low-incidence disabilities: A phenomenological study (Publication No. 30314991) [Doctoral dissertation]. ProQuest Dissertations and Theses Global.
  • Feldberg, Z. R. (2023). An experimental study of standard setting methods for diagnostic profiles (Publication No. 30316217) [Doctoral dissertation, University of Georgia]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2825386782

  • Feldman, R., Carter, E. W., Asmus, J., & Brock, M. E. (2016). Presence, proximity, and peer interactions of adolescents with severe disabilities in general education classrooms. Exceptional Children, 82(2), 192–208. https://doi.org/10.1177/0014402915585481

  • Fernandez, L. A. L. (2023). Instructional leadership of teachers serving students with severe disabilities: A qualitative descriptive study (Publication No. 30250631) [Doctoral dissertation, Grand Canyon University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2784879056

  • Ferrara, S. (2009). Psychometric rigor for alternate assessments: For the sake of interpretation, not rigor. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 341–346). Paul H. Brookes.

  • Ferrara, S., Swaffield, S., & Mueller, L. (2009). Conceptualizing and setting performance standards for alternate assessments. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 93–111). Paul H. Brookes.

  • Fincher, M., & Flowers, C. (2009). Georgia alternate assessment: A portfolio assessment for students with significant cognitive disabilities. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 171–188). Paul H. Brookes.

  • Finestack, L. H., & Rohwer, B. L. (2021). Language development of school-age children and adolescents with Down syndrome and pertinent interventions that integrate AAC. In K. M. Wilkinson & L. H. Finestack (Eds.), Multimodal AAC for individuals with Down syndrome (pp. 121–147). Paul H. Brookes.

  • Finestack, L. H., Richmond, E. K., & Abbeduto, L. (2009). Language development in individuals with Fragile X syndrome. Topics in Language Disorders, 29(2), 133–148. https://doi.org/10.1097/TLD.0b013e3181a72016

  • Finn, C. E., Ardoin, S. P., & Ayres, K. M. (2023). Effects of incremental rehearsal on sight word and letter acquisition among students with autism and cognitive impairment. Journal of Applied School Psychology, 39(2), 179–200. https://doi.org/10.1080/15377903.2022.2113946