AA-AAAS Bibliography: Search

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793 results.
  • Bailey, R. L., Angell, M. E., & Stoner, J. B. (2011). Improving literacy skills in students with complex communication needs who use augmentative/alternative communication systems. Education and Training in Autism and Developmental Disabilities, 46(3), 352–368. http://www.daddcec.com/etadd.html

  • Baker, J. N., Spooner, F., Ahlgrim‐Delzell, L., Flowers, C., & Browder, D. M. (2010). A measure of emergent literacy for students with severe developmental disabilities. Psychology in the Schools, 47(5), 501–513. https://doi.org/10.1002/pits.20486

  • Ballard, S. L., & Dymond, S. K. (2016). Acquired severe disabilities and complex health care needs: Access to inclusive education. Research and Practice for Persons with Severe Disabilities, 41(3), 191–208. https://doi.org/10.1177/1540796915621190

  • Ballard, S. L., & Dymond, S. K. (2017). Addressing the general education curriculum in general education settings with students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 42(3), 155–170. https://doi.org/10.1177/1540796917698832

  • Ballard, S. L., & Dymond, S. K. (2018). Inclusive education for secondary age students with severe disabilities and complex health care needs. 56(6), 427–441. https://doi.org/10.1352/1934-9556-56.6.427

  • Barnard-Brak, L., Thompson, S., Wei, T., & Richman, D. (2014). Assistive technology as a predictor of general or alternate assessment among elementary-aged students with autism spectrum disorders. Assistive Technology, 26(2), 81–87. https://doi.org/10.1080/10400435.2013.833557

  • Barnett, J. H., Frankel, A. J., & Fisher, K. W. (2018). Systematic review of evidence-based interventions in science for students with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 53(2), 128–145. http://www.daddcec.com/etadd.html

  • Barnitt, V., Jones, P., & Thomas, D. (2015). Including learners with severe intellectual disabilities: System planning and support for greater inclusive practices. In E. A. West (Ed.), International perspectives on inclusive education: Including learners with low-incidence disabilities (pp. 63–87). Emerald Group Publishing Limited. https://doi.org/10.1108/S1479-363620140000005003

  • Barrett, C. A., Stevenson, N. A., & Burns, M. K. (2020). Relationship between disability category, time spent in general education and academic achievement. Educational Studies, 46(4), 497–512. https://doi.org/10.1080/03055698.2019.1614433

  • Barron, B. F. (2020). The relationship between ocular observing responses and relational training procedures for children with autism spectrum disorder (Publication No. 27830983) [Doctoral dissertation, Southern Illinois University at Carbondale]. ProQuest Dissertations and Theses Global.

  • Basil, C., & Reyes, S. (2003). Acquisition of literacy skills by children with severe disability. Child Language Teaching and Therapy, 19(1), 27–48. https://doi.org/10.1191/0265659003ct242oa

  • Bassette, L., Shurr, J., Cremeans, M., Bouck, E., & Park, J. (2019). Comparison of concrete and app-based manipulatives to teach subtraction skills to elementary students with autism. Education and Training in Autism and Developmental Disabilities, 54(4), 391–405. http://www.daddcec.com/etadd.html

  • Bechard, S. (2001). Models for reporting the results of alternate assessments within state accountability systems (Synthesis Report No. 39). University of Minnesota, National Center on Educational Outcomes. http://www.cehd.umn.edu/NCEO/OnlinePubs/archive/Synthesis/Synthesis39.html

  • Beddow, P. A. (2018). Assessing students with autism: Considerations and recommendations. In S. N. Elliott, R. J. Kettler, P. A. Beddow, & A. Kurz (Eds.), Handbook of accessible instruction and testing practices: Issues, innovations, and applications (2nd ed., pp. 107–118). Springer International Publishing AG. https://doi.org/10.1007/978-3-319-71126-3

  • Beggs, S. (2017). Common Core teaching strategies in the inclusive classroom (Publication No. 10635476) [Doctoral dissertation, Chapman University]. ProQuest Dissertations and Theses Global.

  • Behuniak, P. (2009). Considering the consequences of alternate assessments. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 317–327). Paul H. Brookes.

  • Behuniak, P., & Amenta, J. (2009). Assessing all students in Connecticut. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 157–170). Paul H. Brookes.

  • Bello, A., Onofrio, D., & Caselli, M. C. (2014). Nouns and predicates comprehension and production in children with Down syndrome. Research in Developmental Disabilities, 35(4), 761–775. https://doi.org/10.1016/j.ridd.2014.01.023

  • Bennett, D. E., & Davis, M. A. (2001). The development of a computer-based alternate assessment system. Assessment for Effective Intervention, 26(3), 15–34. https://doi.org/10.1177/073724770102600302

  • Bennett, K. (2013). Improving vocational skills of students with disabilities: Applications of covert audio coaching. TEACHING Exceptional Children, 46(2), 60–67. https://doi.org/10.1177/004005991304600207