AA-AAAS Bibliography: Search

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1255 results.

  • 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., Pustejovsky, J. E., Reichle, J., Vannest, K. J., Foster, M., Fuller, M. C., Pierson, L. M., Wattanawongwan, S., Bernal, A. J., Chen, M., Haas, A. N., Skov, R., Smith, S. D., & Yllades, V. (2024). Augmentative and alternative communication intervention targets for school-aged participants with ASD and ID: A single-case systematic review and meta-analysis. Review Journal of Autism and Developmental Disorders, 11(1), 52–65. https://doi.org/10.1007/s40489-022-00326-6
  • 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
  • Ganz, J. B., Simpson, R. L., & Lund, E. M. (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
  • Garcia, R. (2023). Virtual reality experiences: A narrative case study of teachers of students with significant cognitive disabilities (Publication No. 30485385) [Doctoral dissertation, Southern University and Agricultural and Mechanical College]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2926376628
  • 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
  • Gardner, L., Gilchrest, C., & Campbell, J. M. (2024). Intellectual, adaptive, and behavioral functioning associated with designated levels of support in a sample of autistic children referred for tertiary assessment. Journal of Autism and Developmental Disorders, 54(11), 4145–4151. https://doi.org/10.1007/s10803-023-06141-0

  • 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
  • Geist, L., & Erickson, K. (2022). Robust receptive vocabulary instruction for students with significant cognitive disabilities who use AAC. TEACHING Exceptional Children, 54(4), 296–304. https://doi.org/10.1177/00400599211018836

  • Geist, L., Erickson, K., Greer, C., & Hatch, P. (2020). Enhancing classroom-based communication instruction for students with significant disabilities and limited language. Exceptionality Education International, 30(1), 42–54. https://doi.org/10.5206/eei.v30i1.10914

  • Gevarter, C., & Zamora, C. (2018). Naturalistic speech-generating device interventions for children with complex communication needs: A systematic review of single-subject studies. American Journal of Speech-Language Pathology, 27(3), 1073–1090. https://doi.org/10.1044/2018_AJSLP-17-0128

  • Gevarter, C., O’Reilly, M. F., Rojeski, L., Sammarco, N., Lang, R., Lancioni, G. E., & Sigafoos, J. (2013). Comparing communication systems for individuals with developmental disabilities: A review of single-case research studies. Research in Developmental Disabilities, 34(12), 4415–4432. https://doi.org/10.1016/j.ridd.2013.09.017

  • Gevarter, C., O’Reilly, M. F., Rojeski, L., Sammarco, N., Lang, R., Lancioni, G. E., & Sigafoos, J. (2013). Comparisons of intervention components within augmentative and alternative communication systems for individuals with developmental disabilities: A review of the literature. Research in Developmental Disabilities, 34(12), 4404–4414. https://doi.org/10.1016/j.ridd.2013.09.018

  • Gevarter, C., Watkins, L., O’Reilly, M. F., Sammarco, N., Ferguson, R., Kuhn, M., & Sigafoos, J. (2018). Comparison of schematic and taxonomic speech generating devices for children with ASD. Education and Training in Autism and Developmental Disabilities, 53(2), 222–238. https://www.jstor.org/journal/eductraiautideve
  • Ghere, G. S., Quanbeck, M., Sommerness, J. E., & Lazarus, S. S. (2024). Using multiple measures of academic achievement to inform instruction for students with disabilities who moved from the alternate assessment to the general state assessment (MIDAS Report 101). Making Improved Decisions for Students on the Cusp of Alternate Assessment Participation Using Multiple Measures of Academic Achievement from Multiple Sources (MIDAS) Project. https://nceo.umn.edu/docs/OnlinePubs/MIDASReport101.pdf

  • Gholson, M. L., & Guzman-Orth, D. (2019). Developing an alternate English language proficiency assessment system: A theory of action (ETS Research Report No. RR-19-25). Educational Testing Service. https://doi.org/10.1002/ets2.12