AA-AAAS Bibliography: Search

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878 results.
  • Aspiranti, K. B., Reynolds, J. L., & Henze, E. E. C. (2022). Comparison of math assessment modalities for students with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 57(3), 261–271. http://www.daddcec.com/etadd.html

  • Ault, M. J., Baggerman, M. A., & Horn, C. K. (2017). Effects of an app incorporating systematic instruction to teach spelling to students with developmental delays. Journal of Special Education Technology, 32(3), 123–137. https://doi.org/10.1177/0162643417696931

  • Ayres, K. M., Lowrey, K. A., Douglas, K. H., & Sievers, C. (2011). I can identify Saturn but I can’t brush my teeth: What happens when the curricular focus for students with severe disabilities shifts. Education and Training in Autism and Developmental Disabilities, 46(1), 11–21. http://www.daddcec.com/etadd.html

  • Ayres, K. M., Lowrey, K. A., Douglas, K. H., & Sievers, C. (2012). The question still remains: What happens when the curricular focus for students with severe disabilities shifts? A reply to Courtade, Spooner, Browder, and Jimenez (2012). Education and Training in Autism and Developmental Disabilities, 47(1), 14–22. http://www.daddcec.com/etadd.html

  • 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

  • Baltrusch, M. I. (2021). Writing, assistive technology, and autism in elementary education: A qualitative descriptive study (Publication No. 28643748) [Doctoral dissertation, Grand Canyon University]. ProQuest Dissertations and Theses Global.

  • 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

  • Baron, P., Sireci, S., & Slater, S. (2021). Evaluating panelists’ understanding of standard setting data. Educational Measurement: Issues and Practice, 40(2), 16–25. https://doi.org/10.1111/emip.12399

  • 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. https://nceo.info/Resources/publications/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