AA-AAAS Bibliography: Search

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1255 results.
  • Horn, A. L. (2021). eCoaching in rural secondary settings when teaching students with intellectual and other developmental disabilities. Rural Special Education Quarterly, 40(3), 167–175. https://doi.org/10.1177/87568705211027980
  • Horn, C. (2010). Response cards: An effective intervention for students with disabilities. Education and Training in Autism and Developmental Disabilities, 45(1), 116–123. https://www.jstor.org/journal/eductraiautideve
  • Horn, C. K. (2023). Use strategies to promote active student engagement. In R. Pennington, M. J. Ault, G. Courtade, J. M. Jameson, & A. Ruppar (Eds.), High leverage practices and students with extensive support needs (pp. 223–233). Routledge; Council for Exceptional Children. https://doi.org/10.4324/9781003175735-19
  • Horn, E., Parks, S., & An, Z. (2019). Inclusive special education for young learners with severe and multiple disabilities. In F. E. Obiakor & J. P. Bakken (Eds.), Special education for young learners with disabilities (pp. 119–137). Emerald.

  • Horner, R. H., & Halle, J. W. (2020). Implications of emerging educational reforms for individuals with severe disabilities. Research and Practice for Persons with Severe Disabilities, 45(2), 75–80. https://doi.org/10.1177/1540796919872210

  • Howard, M., Reed, A. S., & Francis, G. L. (2021). “It’s my meeting!”: Involving high school students with significant disabilities in the individualized education program process. TEACHING Exceptional Children, 53(4), 290–298. https://doi.org/10.1177/0040059920958739

  • Howley, A., Allan, D. M., Howley, N. L., & Furst, T. (2023). “All means all”…maybe: MTSS policy and practice across states in the United States. Mid-Western Educational Researcher, 35(1), article 4. https://scholarworks.bgsu.edu/mwer/
  • Howley, A., Allan, D., Howley, N., & Furst, T. (2023). All means all…maybe: MTSS policy and practice across states in the United States. University of Minnesota, TIES Center. https://publications.ici.umn.edu/ties/mtss-policy-and-practice/mtss-policy-and-practice
  • Howley, C., Howley, A., Yahn, J., VanHorn, P., & Telfer, D. (2019). Inclusive instructional leadership: A quasi-experimental study of a professional development program for principals. Mid-Western Educational Researcher, 31(1), article 2. https://scholarworks.bgsu.edu/mwer/

  • Huber, H. B., Carter, E. W., Lopano, S. E., & Stankiewicz, K. C. (2018). Using structural analysis to inform peer support arrangements for high school students with severe disabilities. American Journal on Intellectual and Developmental Disabilities, 123(2), 119–139. https://doi.org/10.1352/1944-7558-123.2.119

  • Huber, H., & Carter, E. W. (2023). Impact and individualization of peer support arrangements for high school students with autism using structural analysis. Inclusion, 11(1), 1–22. https://doi.org/10.1352/2326-6988-11.1.1

  • Hudson, M. E., & Test, D. W. (2011). Evaluating the evidence base of shared story reading to promote literacy for students with extensive support needs. Research and Practice for Persons with Severe Disabilities, 36(1), 34–45. https://doi.org/10.2511/rpsd.36.1-2.34

  • Hudson, M. E., Browder, D. M., & Wood, L. A. (2013). Review of experimental research on academic learning by students with moderate and severe intellectual disability in general education. Research and Practice for Persons with Severe Disabilities, 38(1), 17–29. https://doi.org/10.2511/027494813807046926

  • Hudson, M. E., Browder, D., & Wakeman, S. (2013). Helping students with moderate and severe intellectual disability access grade-level text. TEACHING Exceptional Children, 45(3), 14–23. https://doi.org/10.1177/004005991304500302

  • Hudson, M. E., Rivera, C. J., & Grady, M. M. (2018). Research on mathematics instruction with students with significant cognitive disabilities: Has anything changed? Research and Practice for Persons with Severe Disabilities, 43(1), 38–53. https://doi.org/10.1177/1540796918756601

  • Hudson, M. E., Wood, L., Root, J., & McConomy, A. (2022). Access to the general education curriculum. In J. McLeskey, F. Spooner, R. Algozzine, & N. L. Waldron (Eds.), Handbook of effective inclusive elementary schools: Research and practice (2nd ed., pp. 269–285). Routledge. https://doi.org/10.4324/9781003043874-13
  • Hugh, M. L., Pullmann, M. D., Joshi, M., Tagavi, D. M., Ahlers, K., Hernandez, A. M., & Locke, J. (2023). Educators’ perspectives on training mechanisms that facilitate evidence-based practice use for autistic students in general education settings: A mixed-methods analysis. Teacher Education and Special Education, 46(4), 317–334. https://doi.org/10.1177/08884064231178768
  • Hughes, M. M., Pas, E. T., Durkin, M. S., DaWalt, L. S., Bilder, D. A., Bakian, A. V., Amoakohene, E., Shaw, K. A., Patrick, M. E., Salinas, A., DiRienzo, M., Lopez, M., Williams, S., McArthur, D., Hudson, A., Ladd-Acosta, C. M., Schwenk, Y. D., Baroud, T. M., Williams, A. R., … Maenner, M. J. (2024). Health conditions, education services, and transition planning for adolescents with autism. Pediatrics, 153(4), e2023063672. https://doi.org/10.1542/peds.2023-063672

  • Hulme, C., Goetz, K., Brigstocke, S., Nash, H. M., Lervag, A., & Snowling, M. J. (2012). The growth of reading skills in children with Down syndrome. Developmental Science, 15(3), 320–329. https://doi.org/10.1111/j.1467-7687.2011.01129.x

  • Hunt, P., Kozleski, E., Lee, J., Mortier, K., Fleming, D., Hicks, T., Balasubramanian, L., Leu, G., Bross, L. A., Munandar, V., Dunlap, K., Stepaniuk, I., Aramburo, C., & Oh, Y. (2020). Implementing comprehensive literacy instruction for students with severe disabilities in general education classrooms. Exceptional Children, 86(3), 330–347. https://doi.org/10.1177/0014402919880156