AA-AAAS Bibliography: Search

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1150 results.

  • Ford, A., Davern, L., & Schnorr, R. (2001). Learners with significant disabilities: Curricular relevance in an era of standards-based reform. Remedial and Special Education, 22(4), 214–222. https://doi.org/10.1177/074193250102200405

  • Forney-Misuraca, B. (2020). Increasing reading skills for students with intellectual disabilities through Lively Letters (Publication No. 27996277) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2416856095

  • Foshay, J. D., & Ludlow, B. L. (2005). Implementing computer-mediated supports and assistive technology. In M. L. Wehmeyer & M. Agran (Eds.), Mental retardation and intellectual disabilities: Teaching students using innovative and research-based strategies (pp. 101–124). Pearson Custom Publishing (American Association on Mental Retardation).

  • Frates, A., Spooner, F., Collins, B. C., & Running Bear, C. (2022). Vocabulary acquisition by multilingual students with extensive support needs during shared reading. Research and Practice for Persons with Severe Disabilities, 47(3), 137–154. https://doi.org/10.1177/15407969221113590

  • Frazor, E. G. (2006). “No Child Left Behind” in need of a “new IDEA”: A flexible approach to alternate assessment requirements. Golden Gate University Law Review, 36(2), 157–184. http://law.ggu.edu/law-library/law-journals/

  • Frey, J. R., & Gillispie, C. M. (2018). The accessibility needs of students with disabilities: Special considerations for instruction and assessment. 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. 93–105). Springer International. https://doi.org/10.1007/978-3-319-71126-3
  • Frick, B., Boster, J. B., & Thompson, S. (2023). Animation in AAC: Previous research, a sample of current availability in the United States, and future research potential. Assistive Technology, 35(4), 302–311. https://doi.org/10.1080/10400435.2022.2043954

  • Frost, K. M., Hong, N., & Lord, C. (2017). Correlates of adaptive functioning in minimally verbal children with autism spectrum disorder. American Journal on Intellectual and Developmental Disabilities, 122(1), 1–10. https://doi.org/10.1352/1944-7558-122.1.1

  • Fuchs, L. S., Fuchs, D., Compton, D. L., Wehby, J., Schumacher, R. F., Gersten, R., & Jordan, N. C. (2015). Inclusion versus specialized intervention for very-low-performing students: What does access mean in an era of academic challenge? Exceptional Children, 81(2), 134–157. https://doi.org/10.1177/0014402914551743

  • Fuchs, L. S., Seethaler, P. M., Fuchs, D., & Espinas, D. (2023). Severe pandemic learning loss and the promise of remotely delivered intervention in students with comorbid reading and mathematics learning difficulty. Journal of Learning Disabilities, 56(4), 278–294. https://doi.org/10.1177/00222194231170313

  • Ganz, J. B., Davis, J. L., Lund, E. M., Goodwyn, F. D., & Simpson, R. L. (2012). Meta-analysis of PECS with individuals with ASD: Investigation of targeted versus non-targeted outcomes, participant characteristics, and implementation phase. Research in Developmental Disabilities, 33(2), 406–418. https://doi.org/10.1016/j.ridd.2011.09.023

  • Ganz, J. B., Earles-Vollrath, T. L., Heath, A. K., Parker, R. I., Rispoli, M. J., & Duran, J. B. (2012). A meta-analysis of single case research studies on aided augmentative and alternative communication systems with individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(1), 60–74. https://doi.org/10.1007/s10803-011-1212-2

  • Ganz, J. B., Hong, E. R., & Liao, C.-Y. (2019). Overview of evidence-based practices for individuals with autism spectrum disorder and complex communication needs. In J. B. Ganz & R. L. Simpson (Eds.), Interventions for individuals with autism spectrum disorder and complex communication needs (pp. 47–60). Paul H. Brookes.

  • Ganz, J. B., Lund, E. M., & Simpson, R. L. (2012). The Picture Exchange Communication System (PECS): A promising method for improving communication skills of learners with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 47(2), 176–186. https://www.jstor.org/journal/eductraiautideve
  • Ganz, J. B., Pustejovsky, J. E., Reichle, J., Vannest, K. J., Foster, M., Pierson, L. M., Wattanawongwan, S., Bernal, A. J., Chen, M., Haas, A. N., Liao, C.-Y., Sallese, M. R., Skov, R., & Smith, S. D. (2023). Participant characteristics predicting communication outcomes in AAC implementation for individuals with ASD and IDD: A systematic review and meta-analysis. Augmentative and Alternative Communication, 39(1), 7–22. https://doi.org/10.1080/07434618.2022.2116355
  • Garcia, T. L. (2023). Increasing phonemic awareness in intellectually impaired students by using Wilson’s Fundations phonics program in a self-contained classroom (Publication No. 30249342) [Doctoral dissertation, University of South Carolina]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2840940399

  • Garrett, B., Towles-Reeves, E., Kleinert, H. L., & Kearns, J. F. (2003). Portfolios in large-scale assessment: Frameworks for reliability. Assessment for Effective Intervention, 28(2), 17–27. https://doi.org/10.1177/073724770302800202

  • Gee, K. (2017). Designing and adapting the curriculum. In F. P. Orelove, D. Sobsey, & D. L. Gilles (Eds.), Educating students with severe and multiple disabilities: A collaborative approach (5th ed., pp. 307–349). Paul H. Brookes.

  • Gee, K., Gonzalez, M., & Cooper, C. (2020). Outcomes of inclusive versus separate placements: A matched pairs comparison study. Research and Practice for Persons with Severe Disabilities, 45(4), 223–240. https://doi.org/10.1177/1540796920943469

  • Gee, K., Ryndak, D. L., Fisher, M., & Walker, V. L. (2024). Access to the general education curriculum for students with extensive support needs: Experts’ perspectives. Research and Practice for Persons with Severe Disabilities, 49(1), 3–19. https://doi.org/10.1177/15407969231219027