AA-AAAS Bibliography: Search

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1250 results.

  • Erickson, K., & Quick, N. (2017). The profiles of students with significant cognitive disabilities and known hearing loss. Journal of Deaf Studies and Deaf Education, 22(1), 35–48. https://doi.org/10.1093/deafed/enw052

  • Erickson, K., Geist, L., Hatch, P., & Quick, N. (2021). The challenge of symbolic communication for school-aged students with the most significant cognitive disabilities. In B. T. Ogletree (Ed.), Augmentative and alternative communication: Challenges and solutions (pp. 253–282). Plural.
  • Erickson, K., Hanser, G., Hatch, P., & Sanders, E. (2009). Research-based practices for creating access to the general curriculum in reading and literacy for students with significant intellectual disabilities. Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill.
  • Erickson, R. N., & Thurlow, M. (1997). 1997 state special education outcomes: A report on state activities during educational reform. University of Minnesota, National Center on Educational Outcomes. https://nceo.umn.edu/docs/OnlinePubs/archive/StateSpecEducOutcomes1997.pdf
  • Ervin, L. (2024). Applied behavior analysis picture to text word comprehension intervention for children with moderate to severe impairments due to autism spectrum disorder (Publication No. 31296886) [Doctoral dissertation, State University of New York at Buffalo]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/3068764032
  • 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. https://brtprojects.org/analysis-of-growth-on-state-tests-for-students-with-significant-cognitive-disabilities-technical-report-no-1311/
  • Farley, H. (2024). Changes in special education teacher roles while implementing one-to-one devices in rural secondary public schools (Publication No. 30994300) [Doctoral dissertation, Marshall University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/3046409026

  • 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