AA-AAAS Bibliography: Search

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1255 results.

  • Flowers, C., Browder, D., & Wakeman, S. (2007). Alternate assessment alignment study: Report to state department of public instruction. University of North Carolina at Charlotte, National Alternate Assessment Center. https://access.uncc.edu/general-curriculum-projects-publications

  • Flowers, C., Browder, D., Wakeman, S., & Karvonen, M. (2006). Alternate assessment alignment pilot study: Report to the state department of education. University of North Carolina, National Alternate Assessment Center. https://access.uncc.edu/general-curriculum-projects-publications

  • Flowers, C., Browder, D., Wakeman, S., & Karvonen, M. (2006). Portfolio alternate assessment alignment study: Report to State A department of education. University of North Carolina, National Alternate Assessment Center. https://access.uncc.edu/general-curriculum-projects-publications

  • Flowers, C., Wakeman, S., Browder, D. M., & Karvonen, M. (2009). Links for Academic Learning (LAL): A conceptual model for investigating alignment of alternate assessments based on alternate achievement standards. Educational Measurement: Issues and Practice, 28(1), 25–37. https://doi.org/10.1111/j.1745-3992.2009.01134.x

  • Foley, B. E., & Staples, A. (2007). Supporting literacy development with assistive technology. In S. R. Copeland & E. B. Keefe (Eds.), Effective literacy instruction for students with moderate or severe disabilities. Paul H. Brookes.

  • Forbes, H. J. (2018). Augmentative and alternative communication intervention in public schools: Achieving meaningful outcomes through collaboration. Perspectives of the ASHA Special Interest Groups, 3(12), 55–69. https://doi.org/10.1044/persp3.SIG12.55

  • Forbes, H. J., Travers, J. C., & Johnson, J. V. (2024). A systematic review of acquisition and mastery of skills taught using the picture exchange communication system. Augmentative and Alternative Communication, 40(2), 100–114. https://doi.org/10.1080/07434618.2024.2302154

  • 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
  • Frates, A., Spooner, F., Collins, B., & Peterson, P. (2024). The effects of an instructional package on reading skills for multilingual learners with extensive support needs. Research and Practice for Persons with Severe Disabilities, 49(3), 190–207. https://doi.org/10.1177/15407969241247815

  • 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
  • Fuqua, A. (2022). Technology-based self-management of initiations for students with autism spectrum disorder and low communication who participate in an alternate assessment (Publication No. 30245092) [University of Nevada, Las Vegas]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2864828102

  • 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