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1150 results.

  • Karvonen, M., & Huynh, H. (2007). Relationship between IEP characteristics and test scores on an alternate assessment for students with significant cognitive disabilities. Applied Measurement in Education, 20(3), 273–300. https://doi.org/10.1080/08957340701431328

  • Karvonen, M., Beitling, B., Erickson, K., Morgan, S., & Bull, R. (2021). Students with significant cognitive disabilities and dual sensory loss. University of Kansas, Accessible Teaching, Learning, and Assessment Systems (ATLAS); National Center on Deaf-Blindness (NCDB). https://www.nationaldb.org/info-center/students-significant-cognitive-disabilities-dual-sensory-loss/
  • Karvonen, M., Clark, A. K., & Kavitsky, E. (2022). Aligned academic achievement standards to support pursuit of postsecondary opportunities: Year-end model (Technical Report No. 22-01). University of Kansas, Accessible Teaching, Learning, and Assessment Systems (ATLAS). https://dynamiclearningmaps.org/publications

  • Karvonen, M., Clark, A. K., Carlson, C., Moreaux, S. W., & Burnes, J. (2021). Approaches to identification and instruction for students with significant cognitive disabilities who are English learners. Research and Practice for Persons with Severe Disabilities, 46(4), 223–239. https://doi.org/10.1177/15407969211040256

  • Karvonen, M., Flowers, C., & Wakeman, S. Y. (2013). Factors associated with access to the general curriculum for students with intellectual disability. Current Issues in Education, 16(3). https://cie.asu.edu/ojs/index.php/cieatasu/

  • Karvonen, M., Flowers, C., Browder, D. M., Wakeman, S. Y., & Algozzine, B. (2006). Case study of the influences on alternate assessment outcomes for students with disabilities. Education and Training in Autism and Developmental Disabilities, 41(2), 95–110. https://www.jstor.org/journal/eductraiautideve
  • Karvonen, M., Ruhter, L., & Clark, A. K. (advance online publication). Data to inform academic instruction for students with extensive support needs: Availability, use, and perceptions. Exceptionality. https://doi.org/10.1080/09362835.2024.2313748

  • Karvonen, M., Wakeman, S. Y., Browder, D. M., Rogers, M. A. S., & Flowers, C. (2011). Academic curriculum for students with significant cognitive disabilities: Special education teacher perspectives a decade after IDEA 1997. University of North Carolina at Charlotte, National Alternate Assessment Center. https://eric.ed.gov/?id=ED521407

  • Karvonen, M., Wakeman, S., & Kingston, N. (2017). Alternate assessment. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disability (pp. 102–118). Routledge.

  • Karvonen, M., Wakeman, S., Flowers, C., & Browder, D. M. (2007). Measuring the enacted curriculum for students with significant cognitive disabilities: A preliminary investigation. Assessment for Effective Intervention, 33(1), 29–38. https://doi.org/10.1177/15345084070330010401

  • Karvonen, M., Wakeman, S., Flowers, C., & Moody, S. (2013). The relationship of teachers’ instructional decisions and beliefs about alternate assessments to student achievement. Exceptionality, 21(4), 238–252. https://doi.org/10.1080/09362835.2012.747184

  • Kasari, C., Kaiser, A., Goods, K., Nietfeld, J., Mathy, P., Landa, R., Murphy, S., & Almirall, D. (2014). Communication interventions for minimally verbal children with autism: A sequential multiple assignment randomized trial. Journal of the American Academy of Child and Adolescent Psychiatry, 53(6), 635–646. https://doi.org/10.1016/j.jaac.2014.01.019

  • Kearns, J. F. (2001). Helping students with significant disabilities gain access to general curriculum standards. In H. L. Kleinert & J. F. Kearns (Eds.), Alternate assessment: Measuring outcomes and supports for students with disabilities (pp. 29–48). Paul H. Brookes.

  • Kearns, J. F., & Towles-Reeves, E. (2009). Assessment population: Implications for the validity evaluation. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 351–353). Paul H. Brookes.

  • Kearns, J. F., Burdge, M., & Kleinert, H. (2005). Alternate assessment and standards-based instruction: Practical strategies for teachers. In M. L. Wehmeyer & M. Agran (Eds.), Mental retardation and intellectual disabilities: Teaching students using innovative and research-based strategies (pp. 3–26). Pearson Custom Publishing (American Association on Mental Retardation).

  • Kearns, J. F., Burdge, M., Clayton, J., Denham, A., & Kleinert, H. (2006). How students demonstrate academic performance in portfolio assessment. In D. M. Browder & F. Spooner (Eds.), Teaching language arts, math and science to students with significant cognitive disabilities (pp. 277–293). Paul H. Brookes.

  • Kearns, J. F., Lewis, P., Hall, T., & Kleinert, H. (2007). Universal design of alternate assessment on alternate achievement standards: Concepts, issues, and strategies. University of Kentucky, National Alternate Assessment Center. http://www.naacpartners.org/publications/whitePapers/18030.pdf

  • Kearns, J. F., Towles-Reeves, E., Kleinert, H. L., Kleinert, J. O., & Thomas, M. K. (2011). Characteristics of and implications for students participating in alternate assessments based on alternate academic achievement standards. The Journal of Special Education, 45(1), 3–14. https://doi.org/10.1177/0022466909344223

  • Kearns, J. F., Towles-Reeves, E., Kleinert, H., & Kleinert, J. (2009). Who are the children who take alternate achievement standards assessments? In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 3–22). Paul H. Brookes.

  • Kearns, J., Kleinert, H. L., Thurlow, M., Gong, B., & Quenemoen, R. F. (2015). Alternate assessments as one measure of teacher effectiveness: Implications for our field. Research and Practice for Persons with Severe Disabilities, 40(1), 20–35. https://doi.org/10.1177/1540796915585105