AA-AAAS Bibliography: Search

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856 results.
  • Behuniak, P., & Amenta, J. (2009). Assessing all students in Connecticut. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 157–170). Paul H. Brookes.

  • 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

  • Belmonte-Mulhall, C. P., & Harrison, J. R. (2022). Multi-tiered systems of support: A pilot study of teacher interpretation and application of graphed behavioral data. Journal of Applied School Psychology. Advance online publication. https://doi.org/10.1080/15377903.2022.2113945
  • Bennett, D. E., & Davis, M. A. (2001). The development of a computer-based alternate assessment system. Assessment for Effective Intervention, 26(3), 15–34. https://doi.org/10.1177/073724770102600302

  • 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

  • Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5–25. https://doi.org/10.1080/0969594X.2010.513678

  • 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.

  • Bolourian, Y., Losh, A., Hamsho, N., Eisenhower, A., & Blacher, J. (2022). General education teachers’ perceptions of autism, inclusive practices, and relationship building strategies. Journal of Autism and Developmental Disorders, 52(9), 3977–3990. https://doi.org/10.1007/s10803-021-05266-4