AA-AAAS Bibliography: Search

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1255 results.
  • Gholson, M. L., Sova, L., Hauck, M. C., Howley, L., & Albee, A. T. (2024). Extending principles of evidence-centered design for diverse populations: K–12 English learners with the most significant cognitive disabilities. Educational Assessment, 29(3), 206–228. https://doi.org/10.1080/10627197.2024.2354297
  • Gibbs, A. R., Tullis, C. A., Conine, D. E., & Fulton, A. A. (2024). A systematic review of derived relational responding beyond coordination in individuals with autism and intellectual and developmental disabilities. Journal of Developmental and Physical Disabilities, 36(1), 1–36. https://doi.org/10.1007/s10882-023-09901-z
  • Gilley, D. P. (2024). Mixed methods analysis of “under what conditions” modified schema-based instruction “works” (Publication No. 30996900) [Doctoral dissertation, Florida State University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/3064064797
  • Gilroy, S. P., McCleery, J. P., & Leader, G. (2023). A delayed intervention start randomized controlled trial of high- and low-tech communication training approaches for school-age autistic children with co-occurring intellectual disability. Journal of Applied Behavior Analysis, 56(3), 593–606. https://doi.org/10.1002/jaba.989
  • Girtler, S. N., Unholz-Bowden, E. K., Shipchandler, A., Kolb, R. L., & McComas, J. J. (2024). Use of augmentative and alternative communication by individuals with Rett syndrome part 1: Page-linking. Journal of Developmental and Physical Disabilities, 36(1), 125–145. https://doi.org/10.1007/s10882-023-09903-x

  • Goh, S., Whitaker, A., Feldman, J., Cull, M. B., Hoyte, K., Algermissen, M., McSwiggan-Hardin, M., Kugelmass, D., & Peterson, B. S. (2013). Teaching non-verbal children with autistic disorder to read and write: A pilot study. International Journal of Developmental Disabilities, 59(2), 95–107. https://doi.org/10.1179/2047387713Y.0000000014

  • Goldman, S. E., & Gilmour, A. F. (2021). Educating students with autism spectrum disorders: Is teacher certification area associated with academic outcomes? Journal of Autism and Developmental Disorders, 51(2), 550–563. https://doi.org/10.1007/s10803-020-04561-w

  • Goldstein, J., & Behuniak, P. (2011). Assumptions in alternate assessment: An argument-based approach to validation. Assessment for Effective Intervention, 36(3), 179–191. https://doi.org/10.1177/1534508410392208

  • Goldstein, J., & Behuniak, P. (2012). Assessing students with significant cognitive disabilities on academic content. The Journal of Special Education, 46(2), 117–127. https://doi.org/10.1177/0022466910379156

  • Goldstein, J., & Behuniak, P. (2012). Can assessment drive instruction? Understanding the impact of one state’s alternate assessment. Research and Practice for Persons with Severe Disabilities, 37(3), 199–209. https://doi.org/10.2511/027494812804153589

  • Gong, B., & Marion, S. (2006). Dealing with flexibility in assessments for students with significant cognitive disabilities (Synthesis Report No. 60). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Synthesis60.html
  • Gonzalez, K. M. (2014). Alternate assessments for students with profound intellectual delays: Understanding the accountability movement from a teacher’s perspective (Publication No. 3647829) [Doctoral dissertation, University of Florida]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1645428285

  • Goran, L., Monaco, E. A. H., Yell, M. L., Shriner, J., & Bateman, D. (2020). Pursuing academic and functional advancement: Goals, services, and measuring progress. TEACHING Exceptional Children, 52(5), 333–343. https://doi.org/10.1177/0040059920919924

  • Gordon, L. (2016). High stakes testing in the 21st Century: Implications for students in special education. Journal of the American Academy of Special Education Professionals, 2016(Winter), 54–63. http://aasep.org/aasep-publications/journal-of-the-american-academy-of-special-education-professionals-jaasep/index.html

  • Gosselin, K. S. M. B. (2021). All means all: Exploring co-teaching dyads working with students with significant support needs (Publication No. 28712966) [Doctoral dissertation, University of Northern Colorado]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2572533858
  • Gottfried, M. A., & Ozuna, C. S. (2024). Has access to paraprofessionals changed? A cross-decade, cross-cohort analysis. Journal of Disability Policy Studies, 35(1), 14–21. https://doi.org/10.1177/10442073221150611
  • Goya, D., Ulloa, P. R., & Wells, J. C. (2019). Review of interventions for teaching mathematics to secondary students with intellectual disabilities. Division on Autism and Developmental Disabilities (DADD) Online Journal, 6(1), 6–21. https://daddcec.com/publications/dadd-online-journal

  • Greene, A., & Bethune, K. S. (2021). The effects of systematic instruction in a group format to teach science to students with autism and intellectual disability. Journal of Behavioral Education, 30(1), 62–79. https://doi.org/10.1007/s10864-019-09353-6

  • Greene, K. J., & Esposito, M. C. K. (2023). Interprofessional practice aligns with new California teacher performance expectations for students with complex communication needs. The Journal of Special Education Apprenticeship, 12(2), article 4. https://doi.org/10.58729/2167-3454.1168

  • Greer, C. W., & Erickson, K. A. (2019). Teaching students with significant cognitive disabilities to count: Routine for achieving early counting. TEACHING Exceptional Children, 51(5), 382–389. https://doi.org/10.1177/0040059919836451