AA-AAAS Bibliography: Search
Bello, A., Onofrio, D., & Caselli, M. C. (2014). Nouns and predicates comprehension and production in children with Down syndrome. Research in Developmental Disabilities, 35(4), 761–775. https://doi.org/10.1016/j.ridd.2014.01.023
Bennett, K. (2013). Improving vocational skills of students with disabilities: Applications of covert audio coaching. TEACHING Exceptional Children, 46(2), 60–67. https://doi.org/10.1177/004005991304600207
Benson-Goldberg, S. (2021). Quantifying emergent literacy learning opportunities extended to students with intellectual and developmental disabilities and complex communication needs in special education (Publication No. 28410169) [Doctoral dissertation, University of North Carolina at Chapel Hill]. ProQuest Dissertations and Theses Global.
Bentley, J. (2008). Lessons from the 1%: Children with labels of severe disabilities and their peers as architects of inclusive education. International Journal of Inclusive Education, 12(5), 543–561. https://doi.org/10.1080/13603110802377599
Bergeron, R., & Floyd, R. G. (2013). Individual part score profiles of children with intellectual disability: A descriptive analysis across three intelligence tests. School Psychology Review, 42(1), 22–38. https://doi.org/10.1080/02796015.2013.12087489
Berrong, A. K. (2011). Using computer assisted instruction to teach science facts to students with moderate to severe disabilities (Publication No. 3579314) [Doctoral dissertation, University of Kentucky]. ProQuest Dissertations and Theses Global.
Beukelman, D. R., & Mirenda, P. (2013). Educational inclusion of students with complex communication needs. In D. R. Beukelman & P. Mirenda (Eds.), Augmentative and alternative communication: Supporting children & adults with complex communication needs (4th ed., pp. 353–375). Paul H. Brookes.
Bezue-Tull, G. M. (2013). An analysis of teacher perspectives on the Mississippi Alternate Assessment of Extended Curriculum Framework (Publication No. 3577609) [Doctoral dissertation, The University of Southern Mississippi]. ProQuest Dissertations and Theses Global.
Bhana, N., McNaughton, D., Raulston, T., & Ousley, C. (2020). Supporting communication and participation in shared storybook reading using visual scene displays. TEACHING Exceptional Children, 52(6), 382–391. https://doi.org/10.1177/0040059920918609
Biggs, E. E., Carter, E. W., & Gilson, C. B. (2018). Systematic review of interventions involving aided AAC modeling for children with complex communication needs. 123(5), 443–473. https://doi.org/10.1352/1944-7558-123.5.443
Biggs, E. E., Carter, E. W., & Gustafson, J. (2017). Efficacy of peer support arrangements to increase peer interaction and AAC use. American Journal on Intellectual and Developmental Disabilities, 122(1), 25–48. https://doi.org/10.1352/1944-7558-122.1.25
Biggs, E. E., Carter, E. W., Bumble, J. L., Barnes, K., & Mazur, E. (2018). Enhancing peer network interventions for students with complex communication needs. Exceptional Children, 85(1), 66–85. https://doi.org/10.1177/0014402918792899
Bingham, M. A., Spooner, F., & Browder, D. M. (2007). Training paraeducators to promote the use of augmentative and alternative communication by students with significant disabilities. Education and Training in Developmental Disabilities, 42(3), 339–352. http://www.daddcec.com/etadd.html
Blasko, S. L. (2015). Evaluation of communication changes for high school students with severe developmental disabilities resulting from peer-mediated interventions (Publication No. 3718039) [Doctoral dissertation, The University of Wisconsin—Madison]. ProQuest Dissertations and Theses Global.
Blockberger, S., & Sutton, A. (2003). Toward linguistic competence: Language experiences and knowledge of children with extremely limited speech. In J. Light, D. R. Beukelman, & J. Reichle (Eds.), Communicative competence for individuals who use AAC: From research to effective practice (pp. 63–106). Paul H. Brookes.
Bonanni, J. M. (2018). The effect of project-based poetry writing intervention on writing attitudes among students with severe learning disabilities. The Graduate Review, 3(1), 8–22. https://vc.bridgew.edu/grad_rev/
Borgestig, M., Al Khatib, I., Masayko, S., & Hemmingsson, H. (2021). The impact of eye-gaze controlled computer on communication and functional independence in children and young people with complex needs—A multicenter intervention study. Developmental Neurorehabilitation, 24(8), 511–524. https://doi.org/10.1080/17518423.2021.1903603
Bouck, E. (2012). Secondary students with moderate/severe intellectual disability: Considerations of curriculum and post-school outcomes from the National Longitudinal Transition Study-2. Journal of Intellectual Disability Research, 56(12), 1175–1186. https://doi.org/10.1111/j.1365-2788.2011.01517.x