AA-AAAS Bibliography: Search

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1255 results.
  • Griffen, A. K. (2017). Special education teachers, literacy, and students with moderate and severe intellectual disability: A survey (Publication No. 10646200) [Doctoral dissertation, University of Kentucky]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2026698537

  • Grindle, C. F., Murray, C., Hastings, R. P., Bailey, T., Forster, H., Taj, S., Paris, A., Lovell, M., Brown, F. J., & Hughes, J. C. (2021). Headsprout® Early Reading for children with severe intellectual disabilities: A single blind randomised controlled trial. Journal of Research in Special Educational Needs, 21(4), 334–344. https://doi.org/10.1111/1471-3802.12531

  • Grisham, J., Waddell, M., Crawford, R., & Toland, M. (2021). Psychometric properties of the Assessment, Evaluation, and Programming System for infants and children–Third Edition (AEPS-3). Journal of Early Intervention, 43(1), 24–37. https://doi.org/10.1177/1053815120967359

  • Grisham-Brown, J., & Kearns, J. F. (2001). Creating standards-based individualized education programs. In H. L. Kleinert & J. F. Kearns (Eds.), Alternate assessment: Measuring outcomes and supports for students with disabilities (pp. 17–28). Paul H. Brookes.

  • Guillory, S. B., Baskett, V. Z., Grosman, H. E., McLaughlin, C. S., Isenstein, E. L., Wilkinson, E., Weissman, J., Britvan, B., Trelles, M. P., Halpern, D. B., Buxbaum, J. D., Siper, P. M., Wang, A. T., Kolevzon, A., & Foss-Feig, J. H. (2021). Social visual attentional engagement and memory in Phelan-McDermid syndrome and autism spectrum disorder: A pilot eye tracking study. Journal of Neurodevelopmental Disorders, 13(58). https://doi.org/10.1186/s11689-021-09400-2

  • Gunderson, J. L., Higgins, K., Morgan, J. J., Tandy, R., & Brown, M. R. (2017). Cognitively accessible academic lessons for students with intellectual disabilities using the iPad. Journal of Special Education Technology, 32(4), 187–198. https://doi.org/10.1177/0162643417715750

  • Haertel, G., Cameto, R., Morrison, K., DeBarger, A. H., Nagle, K., Seeratan, K., & Fujii, A.-M. (2012). Alternate assessment design – English language arts. Technical report 4: Design patterns. The background and role of design patterns in the evidence-centered design process. SRI International. http://alternateassessmentdesign.sri.com/techreports/AAD_ELA_TechRpt4_FINAL.pdf

  • Haertel, G., Cameto, R., Morrison, K., DeBarger, A. H., Nagle, K., Seeratan, K., Fujii, R., & Knokey, A.-M. (2011). Design patterns: The background and role of design patterns in the evidence-centered design process (Alternate Assessment Design-Mathematics. Technical Report 4). SRI International. http://alternateassessmentdesign.sri.com/AAD_M_TechReports.html

  • Hager, K. D., & Slocum, T. (2005). Using alternate assessment to improve educational outcomes. Rural Special Education Quarterly, 24(1), 54–59. https://doi.org/10.1177/875687050502400110

  • Hager, K. D., & Slocum, T. (2007). Utah’s alternate assessment: Evidence regarding six aspects of validity. Education and Training in Developmental Disabilities, 43(2), 144–161. https://www.jstor.org/journal/eductraidevedisa

  • Hakkinen, M. T. (2015). Assistive technologies for computer-based assessments (RDC-24). ETS Research & Development, Educational Testing Service. https://www.ets.org/research/policy_research_reports/publications/periodical/2015/jufi

  • Hall, C. N. (2022). Substantially silent: Exploring the variability of “voice” at the intersection of race and dis/ability in a restrictive special education placement (Publication No. 28967949) [Doctoral dissertation, University of Massachusetts]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2681826555
  • Hall, S. E., Kehe, M. D., & Schafer, W. D. (2009). The alternate Maryland school assessment. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 189–220). Paul H. Brookes.
  • Hanreddy, A. (2022). Distance learning and students with extensive support needs: (Re)Defining access to education from a distance. Inclusive Practices, 1(1), 33–38. https://doi.org/10.1177/27324745211014154

  • Hanreddy, A., & Östlund, D. (2020). Alternate curricula as a barrier to inclusive education for students with intellectual disabilities. International Electronic Journal of Elementary Education, 12(3), 235–247. https://doi.org/10.26822/iejee.2020358217

  • Hansen, M. A., Lyon, S. R., Heh, P., & Zigmond, N. (2013). Comparing panelists’ understanding of standard setting across multiple levels of an alternate science assessment. Applied Measurement in Education, 26(4), 298–318. https://doi.org/10.1080/08957347.2013.824452

  • Harayama, N. E. (2013). An analysis of the performance and accommodations for students who are non-verbal taking Pennsylvania’s statewide alternate assessment (PASA) (Publication No. 3575267) [Doctoral dissertation, Boston University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1460526901
  • Hardesty-Jaynes, T. (2021). Teaching students with profound intellectual and multiple disabilities (Publication No. 28494517) [Doctoral dissertation, Walden University]. ProQuest Dissertations & Theses Global. https://www.proquest.com/docview/2529369433
  • Harris, V. V. (2014). Special education teachers’ experiences and perceptions of the Georgia alternate assessment (Publication No. 1062) [Doctoral dissertation, Georgia Southern University]. Georgia Southern University Digital Commons. https://digitalcommons.georgiasouthern.edu/etd/1062/
  • Harry, S. W., Bates-Brantley, K. E., Whitefield, B. L., & Dale, B. A. (2023). Supporting practitioners in school-based evaluations of autism spectrum disorders. Psychology in the Schools, 60(2), 419–430. https://doi.org/10.1002/pits.22684