AA-AAAS Bibliography: Search

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1255 results.

  • 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
  • Finnegan, E. G. (2019). Literacy instruction for students with autism spectrum disorder in inclusive settings. Division on Autism and Developmental Disabilities (DADD) Online Journal, 6(1), 72–88. https://daddcec.com/publications/dadd-online-journal

  • Finnerty, M. S., Jackson, L. B., & Ostergren, R. (2019). Adaptations in general education classrooms for students with severe disabilities: Access, progress assessment, and sustained use. Research and Practice for Persons with Severe Disabilities, 44(2), 87–102. https://doi.org/10.1177/1540796919846424

  • Fisher, K. W., & Shogren, K. A. (2012). Integrating augmentative and alternative communication and peer support for students with disabilities: A social-ecological perspective. Journal of Special Education Technology, 27(2), 23–40. https://doi.org/10.1177/016264341202700204

  • Fisher, M., & Meyer, L. H. (2002). Development and social competence after two years for students enrolled in inclusive and self-contained educational programs. Research and Practice for Persons with Severe Disabilities, 27(3), 165–174. https://doi.org/10.2511/rpsd.27.3.165

  • Fitton, R., & Cameto, R. (2011). Crosswalk. Domain analysis aligning National Council of teachers of Mathematics (NCTM) expectation with state extended mathematics standards (Alternate Assessment Design-Mathematics. Technical Report 3). SRI International. http://alternateassessmentdesign.sri.com/AAD_M_TechReports.html
  • Fletcher, D., Boon, R. T., & Cihak, D. F. (2010). Effects of the TOUCHMATH program compared to a number line strategy to teach addition facts to middle school students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45(3), 449–458. https://www.jstor.org/journal/eductraiautideve

  • Fleury, V. P., Hedges, S., Hume, K., Browder, D. M., Thompson, J. L., Fallin, K., El Zein, F., Reutebuch, C. K., & Vaughn, S. (2014). Addressing the academic needs of adolescents with autism spectrum disorder in secondary education. Remedial and Special Education, 35(2), 68–79. https://doi.org/10.1177/0741932513518823

  • Flores, M. M., Nelson, C., Hinton, V., Franklin, T. M., Strozier, S. D., Terry, L., & Franklin, S. (2013). Teaching reading comprehension and language skills to students with autism spectrum disorders and developmental disabilities using direct instruction. Education and Training in Autism and Developmental Disabilities, 48(1), 41–48. https://doi.org/10.1177/10883576070220040601

  • Flowers, C. (2009). Does the emperor have new clothes? In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 347–350). Paul H. Brookes.

  • Flowers, C., Ahlgrim-Delzell, L., Browder, D. M., & Spooner, F. (2005). Teachers’ perceptions of alternate assessments. Research and Practice for Persons with Severe Disabilities, 30(2), 81–92. https://doi.org/10.2511/rpsd.30.2.81

  • Flowers, C., Browder, D. M., & Ahlgrim-Delzell, L. (2006). An analysis of three states’ alignment between language arts and mathematics standards and alternate assessments. Exceptional Children, 72(2), 201–215. https://doi.org/10.1177/001440290607200205

  • Flowers, C., Browder, D. M., Ahlgrim-Delzell, L., & Spooner, F. (2006). Promoting the alignment of curriculum, assessment, and instruction. In D. M. Browder & F. Spooner (Eds.), Teaching language arts, math and science to students with significant cognitive disabilities (pp. 295–311). Paul H. Brookes.