AA-AAAS Bibliography: Search

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1135 results.

  • Ballard, S. L., & Dymond, S. K. (2017). Addressing the general education curriculum in general education settings with students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 42(3), 155–170. https://doi.org/10.1177/1540796917698832

  • Ballard, S. L., & Dymond, S. K. (2018). Inclusive education for secondary age students with severe disabilities and complex health care needs. Intellectual and Developmental Disabilities, 56(6), 427–441. https://doi.org/10.1352/1934-9556-56.6.427
  • Baltrusch, M. I. (2021). Writing, assistive technology, and autism in elementary education: A qualitative descriptive study (Publication No. 28643748) [Doctoral dissertation, Grand Canyon University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2561455782

  • Barnard-Brak, L., Thompson, S., Wei, T., & Richman, D. (2014). Assistive technology as a predictor of general or alternate assessment among elementary-aged students with autism spectrum disorders. Assistive Technology, 26(2), 81–87. https://doi.org/10.1080/10400435.2013.833557

  • Barnett, J. H., Frankel, A. J., & Fisher, K. W. (2018). Systematic review of evidence-based interventions in science for students with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 53(2), 128–145. https://www.jstor.org/journal/eductraiautideve

  • Barnitt, V., Jones, P., & Thomas, D. (2015). Including learners with severe intellectual disabilities: System planning and support for greater inclusive practices. In E. A. West (Ed.), International perspectives on inclusive education: Including learners with low-incidence disabilities (pp. 63–87). Emerald Group Publishing Limited. https://doi.org/10.1108/S1479-363620140000005003

  • Baron, P., Sireci, S., & Slater, S. (2021). Evaluating panelists’ understanding of standard setting data. Educational Measurement: Issues and Practice, 40(2), 16–25. https://doi.org/10.1111/emip.12399

  • Barrett, C. A., Stevenson, N. A., & Burns, M. K. (2020). Relationship between disability category, time spent in general education and academic achievement. Educational Studies, 46(4), 497–512. https://doi.org/10.1080/03055698.2019.1614433

  • Barron, B. F. (2020). The relationship between ocular observing responses and relational training procedures for children with autism spectrum disorder (Publication No. 27830983) [Doctoral dissertation, Southern Illinois University at Carbondale]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2437346021
  • Barton-Hulsey, A., & Sevcik, R. A. (2021). Supporting literacy and access to technology for learning. In K. M. Wilkinson & L. H. Finestack (Eds.), Multimodal AAC for individuals with Down syndrome (pp. 259–275). Paul H. Brookes.

  • Basil, C., & Reyes, S. (2003). Acquisition of literacy skills by children with severe disability. Child Language Teaching and Therapy, 19(1), 27–48. https://doi.org/10.1191/0265659003ct242oa

  • Bassette, L., Shurr, J., Bouck, E., Park, J., & Cremeans, M. (2019). Comparison of concrete and app-based manipulatives to teach subtraction skills to elementary students with autism. Education and Training in Autism and Developmental Disabilities, 54(4), 391–405. https://www.jstor.org/journal/eductraiautideve
  • Bauer, V., Bouchara, T., & Bourdot, P. (2023). Extended reality guidelines for supporting autism interventions based on stakeholders’ needs. Journal of Autism and Developmental Disorders, 53(5), 2078–2111. https://doi.org/10.1007/s10803-022-05447-9
  • Bean, A., Harris, K., Kim, H., DiGiovine, C., & Sonntag, A. M. (advance online publication). A scoping review of communication outcomes measures in augmentative and alternative communication. Assistive Technology. https://doi.org/10.1080/10400435.2023.2251041
  • Bechard, S. (2001). Models for reporting the results of alternate assessments within state accountability systems (Synthesis Report No. 39). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/archive/Synthesis/Synthesis39.html
  • Bechard, S., Clark, A. K., Romine, R. S., Karvonen, M., Kingston, N. M., & Erickson, K. (2019). Use of evidence-centered design to develop learning maps-based assessments. International Journal of Testing, 19(2), 188–205. https://doi.org/10.1080/15305058.2018.1543310
  • Bechard, S., Karvonen, M., & Erickson, K. (2021). Opportunities and challenges of applying cognitive process dimensions to map-based learning and alternate assessment. Frontiers in Education, 6, 653693. https://doi.org/10.3389/feduc.2021.653693

  • Beddow, P. A. (2018). Assessing students with autism: Considerations and recommendations. In S. N. Elliott, R. J. Kettler, P. A. Beddow, & A. Kurz (Eds.), Handbook of accessible instruction and testing practices: Issues, innovations, and applications (2nd ed., pp. 107–118). Springer International Publishing AG. https://doi.org/10.1007/978-3-319-71126-3

  • Beggs, S. (2017). Common Core teaching strategies in the inclusive classroom (Publication No. 10635476) [Doctoral dissertation, Chapman University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1964314526

  • Behuniak, P. (2009). Considering the consequences of alternate assessments. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 317–327). Paul H. Brookes.