AA-AAAS Bibliography: Search

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1250 results.
  • Anderson, E. J. (2022). Educational placement of students with disabilities in the United States: Patterns and predictors (Publication No. 29605502) [Doctoral dissertation, The Ohio State University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2718624095

  • Andzik, N. R., & Cannella-Malone, H. I. (2019). Practitioner implementation of communication intervention with students with complex communication needs. American Journal on Intellectual and Developmental Disabilities, 124(5), 395–410. https://doi.org/10.1352/1944-7558-124.5.395

  • Andzik, N. R., Walker, V. L., Pennington, R. C., Tapp, M. C., & Masud, A. (2023). Preparing teachers to work with students with extensive support needs who have complex communication needs: Expert perspectives. Education and Training in Autism and Developmental Disabilities, 58(4), 408–421. https://www.jstor.org/journal/eductraiautideve

  • Apanasionok, M. M., Alallawi, B., Grindle, C. F., Hastings, R. P., Watkins, R. C., Nicholls, G., Maguire, L., & Staunton, D. (2021). Teaching early numeracy to students with autism using a school staff delivery model. British Journal of Special Education, 48(1), 90–111. https://doi.org/10.1111/1467-8578.12346

  • Apanasionok, M. M., Neil, J., Watkins, R. C., Grindle, C. F., & Hastings, R. P. (2020). Teaching science to students with developmental disabilities using the Early Science curriculum. Support for Learning, 35(4), 493–505. https://doi.org/10.1111/1467-9604.12329

  • Apitz, M., Ruppar, A., Roessler, K., & Pickett, K. J. (2017). Planning lessons for students with significant disabilities in high school English classes. TEACHING Exceptional Children, 49(3), 168–174. https://doi.org/10.1177/0040059916654900

  • Archer, T. S. (2022). Educator perceptions: General education curricular access’ influence on academic progress for students with cognitive disabilities (Publication No. 29214785) [Doctoral dissertation, Grand Canyon University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2688514947
  • Armstead, K. L. (2023). Middle school teachers’ perceptions regarding inclusive placement for students with intellectual disabilities (Publication No. 30689868) [Doctoral dissertation, Walden University]. https://www.proquest.com/docview/2874726207
  • Arner, J. N. (2022). The ESEA waiver from the 1.0 percent threshold and participation rates in state assessments (Publication No. 29063820) [Doctoral dissertation, University of South Florida]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2669585478

  • Arnold, S., & Reed, P. (2016). Reading assessments for students with ASD: A survey of summative reading assessments used in special educational schools in the UK. British Journal of Special Education, 43(2), 122–141. https://doi.org/10.1111/1467-8578.12127

  • Arthanat, S., Curtin, C., & Knotak, D. (2013). Comparative observations of learning engagement by students with development disabilities using an iPad and computer: A pilot study. Assistive Technology, 25(4), 204–213. https://doi.org/10.1080/10400435.2012.761293

  • Asaro-Saddler, K. (2018). Conveying your message: Writing instruction. In S. R. Copeland & E. B. Keefe (Eds.), Effective literacy instruction for learners with complex support needs (2nd ed., pp. 225–240). Paul H. Brookes.

  • Asaro-Saddler, K., & Bak, N. (2013). Persuasive writing and self-regulation training for writers with autism spectrum disorders. The Journal of Special Education, 48(2), 92–105. https://doi.org/10.1177/0022466912474101

  • 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. https://www.jstor.org/journal/eductraiautideve
  • Ault, M. J., & Courtade, G. (2023). Systematically design instruction toward a specific learning goal. In R. Pennington, M. J. Ault, G. Courtade, J. M. Jameson, & A. Ruppar (Eds.), High leverage practices and students with extensive support needs (pp. 145–156). Routledge; Council for Exceptional Children. https://doi.org/10.4324/9781003175735-13

  • 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. https://www.jstor.org/journal/eductraiautideve
  • 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. https://www.jstor.org/journal/eductraiautideve
  • Bahr, M. W., Edwin, M., & Long, K. A. (2023). Development of a brief measure for multi-tiered systems of support sustainability. Assessment for Effective Intervention, 48(2), 90–99. https://doi.org/10.1177/15345084221119418
  • 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. https://www.jstor.org/journal/eductraiautideve