AA-AAAS Bibliography: Search

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1255 results.
  • Hasan, N., Islam, M. N., & Choudhury, N. (2023). Evaluation of an interactive computer-enabled tabletop learning tool for children with special needs. Journal of Educational Computing Research, 60(8), 2105–2137. https://doi.org/10.1177/07356331221105396
  • Hatch, P., & Erickson, K. (2018). Teacher experience, text access, and adolescents with significant disabilities. Assistive Technology Outcomes and Benefits, 12(1), 56–72. https://www.atia.org/home/at-resources/atob/
  • Hawley, K. H. (2013). Teacher perspectives on the instructional impact of the Florida alternate assessment (Publication No. 3589868) [Doctoral dissertation, University of South Florida]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1430985636
  • Head, C. N., Flores, M. M., & Ganz, J. B. (2018). Effects of direct instruction on reading comprehension for individuals with autism or developmental disabilities. Education and Training in Autism and Developmental Disabilities, 53(2), 176–191. https://www.jstor.org/journal/eductraiautideve
  • Heidlage, J. K., Lemons, C. J., Balasubramanian, L., & Dunnavant, L. (2024). Parent-implemented reading intervention for children with intellectual and developmental disability. Remedial and Special Education, 45(5), 267–278. https://doi.org/10.1177/07419325231211333

  • Heller, K. W., Fredrick, L. D., & Diggs, C. A. (1999). Teaching reading to students with severe speech and physical impairments using the nonverbal reading approach. Physical Disabilities: Education and Related Services, 18(1), 3–34. https://doi.org/10.1023/A:1013559612238

  • Henry, A. R., Conner, C., Zajic, M. C., & Solari, E. J. (2023). Feasibility and initial efficacy of an adapted telepractice listening comprehension intervention for school-aged children with autism. Journal of Autism and Developmental Disorders, 53(5), 1862–1872. https://doi.org/10.1007/s10803-022-05474-6
  • Herron, J. (2017). The use of evidence based interventions in the classroom for students with disabilities (Publication No. 10265455) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1894546506

  • Hess, K. (2007). Alignment study final report: District of Columbia public schools’ comprehensive assessment system: Alternate assessment (DC CAS-Alt). National Center for the Improvement of Educational Assessment. http://www.naacpartners.org/publications/resourceDocuments/17170.pdf

  • Hess, K. K., & Kearns, J. (2011). Learning progressions frameworks designed for use with the common core state standards in English language arts & literacy K-12. WestEd, Center for Standards, Assessment, & Accountability (Center for Assessment). https://csaa.wested.org/resource/learning-progressions-frameworks-designed-for-use-with-the-common-core-state-standards-in-english-language-arts-literacy-k-12/

  • Hess, K., Burdge, M., & Clayton, J. (2011). Challenges to developing alternate assessments based on alternate achievement standards. In M. Russell & M. Kavanaugh (Eds.), Assessing students in the margins: Challenges, strategies, and techniques (pp. 171–213). Information Age Publishing.

  • Higgins, J. (2023). Teacher preparation for low-incidence, high-need special education classrooms - A qualitative analysis (Publication No. 30524286) [Doctoral dissertation, Manhattanville College]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2819971667
  • Hinkle, A. R., Thurlow, M. L., Lazarus, S. S., & Strunk, K. (2022). State approaches to monitoring AA-AAAS participation decisions (NCEO Report 432). National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Report432/default.html
  • Holland, L., St. John, K., & Getzel, E. E. (2024). Discovering ME: An innovative planning tool for students with significant disabilities. Journal of Vocational Rehabilitation, 60(1), 1–6. https://doi.org/10.3233/JVR-230051

  • Hollingshead, A., Carnahan, C. R., Lowrey, K. A., & Snyder, K. (2017). Engagement for students with severe intellectual disability: The need for a common definition in inclusive education. Inclusion, 5(1), 1–15. https://doi.org/10.1352/2326-6988-5.1.1

  • Hollingshead, A., Williamson, P., & Carnahan, C. (2018). Cognitive and emotional engagement for students with severe intellectual disability defined by the scholars with expertise in the field. Research and Practice for Persons with Severe Disabilities, 43(4), 269–284. https://doi.org/10.1177/1540796918812803

  • Holt, A. K., Drasgow, E., & Wolfe, K. (2024). Training teachers of children with moderate to significant support needs to contingently respond to child-initiated social participation behaviors during centers. Research and Practice for Persons with Severe Disabilities, 49(2), 88–106. https://doi.org/10.1177/15407969241237809
  • Holyfield, C., & Lorah, E. (2023). Effects of high-tech versus low-tech AAC on indices of happiness for school-aged children with multiple disabilities. Journal of Developmental and Physical Disabilities, 35(2), 209–225. https://doi.org/10.1007/s10882-022-09858-5

  • Holyfield, C., Brooks, S., & Schluterman, A. (2019). Comparative effects of high-tech visual scene displays and low-tech isolated picture symbols on engagement from students with multiple disabilities. Language, Speech, and Hearing Services in Schools, 50(4), 693–702. https://doi.org/10.1044/2019_LSHSS-19-0007

  • Holyfield, C., Caron, J., Lorah, E., & Norton, B. (2023). Effect of low-tech augmentative and alternative communication intervention on intentional triadic gaze as alternative access by school-age children with multiple disabilities. Language, Speech, and Hearing Services in Schools, 54(3), 914–926. https://doi.org/10.1044/2023_LSHSS-22-00109