AA-AAAS Bibliography: Search

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784 results.
  • 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. doi: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. doi:10.1080/02796015.2013.12087489

  • Berrong, A. K. (2011). Using computer assisted instruction to teach science facts to students with moderate to severe disabilities. Dissertation Abstracts International Section A: Humanities and Social Sciences, 75(05)E. Retrieved from http://search.proquest.com/docview/1506253645/abstract

  • 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). Baltimore, MD: Paul H. Brookes.

  • Bezue-Tull, G. M. (2013). An analysis of teacher perspectives on the Mississippi Alternate Assessment of Extended Curriculum Framework. Dissertation Abstracts International Section A: Humanities and Social Sciences, 75(04)E. Retrieved from http://search.proquest.com/docview/1476943573/abstract

  • 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. doi: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. doi: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. doi: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. doi: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. Retrieved from 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. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 76(12)E. Retrieved from http://search.proquest.com/docview/1707901638/abstract

  • 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). Baltimore, MD: 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. Retrieved from https://vc.bridgew.edu/grad_rev/

  • 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. doi:10.1111/j.1365-2788.2011.01517.x

  • Bouck, E. C. (2017). Understanding participation: Secondary students with Autism Spectrum Disorder and the accountability system. Education and Training in Developmental Disabilities, 52(2), 132–143. Retrieved from http://www.daddcec.com/etadd.html

  • Bouck, E. C., & Flanagan, S. M. (2016). Exploring assistive technology and post-school outcomes for students with severe disabilities. Disability and Rehabilitation: Assistive Technology, 11(8), 645–652. doi:10.3109/17483107.2015.1029537

  • Bouck, E. C., & Park, J. (2020). App-based manipulatives and the system of least prompts to support acquisition, maintenance, and generalization of adding integers. Education and Training in Autism and Developmental Disabilities, 55(2), 158–172. Retrieved from http://www.daddcec.com/etadd.html

  • Bouck, E., & Joshi, G. S. (2015). Does curriculum matter for secondary students with Autism Spectrum Disorders: Analyzing the NLTS2. Journal of Autism and Developmental Disorders, 45(5), 1204–1212. doi:10.1007/s10803-014-2281-9

  • Bowman, J. A., McDonnell, J., Ryan, J. H., & Fudge-Coleman, O. (2019). Effective mathematics instruction for students with moderate and severe disabilities: A review of the literature. Focus on Autism and Other Developmental Disabilities, 34(4), 195–204. doi:10.1177/1088357619827932

  • Bowman, J. A., McDonnell, J., Ryan, J., Coleman, O. F., Conradi, L. A., & Eichelberger, C. (2020). Effects of general education teacher-delivered embedded instruction to teach students with intellectual disability to solve word problems. Education and Training in Autism and Developmental Disabilities, 55(3), 318–331. Retrieved from http://www.daddcec.com/etadd.html