AA-AAAS Bibliography: Search

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1255 results.

  • King, A. M., & Fahsl, A. J. (2012). Supporting social competence in children who use augmentative and alternative communication. TEACHING Exceptional Children, 45(1), 42–49. https://doi.org/10.1177/004005991204500106

  • King, A. M., Hengst, J. A., & DeThorne, L. S. (2013). Severe speech sound disorders: An integrated multimodal intervention. Language, Speech, and Hearing Services in Schools, 44(2), 195–210. https://doi.org/10.1044/0161-1461(2012/12-0023)
  • King, S., Rodgers, D., & Lemons, C. (2022). The effect of supplemental reading instruction on fluency outcomes for children with Down syndrome: A closer look at curriculum-based measures. Exceptional Children, 88(4), 421–441. https://doi.org/10.1177/00144029221081006

  • Kingston, N. M., Karvonen, M., Bechard, S., & Erickson, K. A. (2016). The philosophical underpinnings and key features of the Dynamic Learning Maps Alternate Assessment. Teachers College Record, 118(14), article 9. http://www.tcrecord.org

  • Kingston, N. M., Karvonen, M., Thompson, J. R., Wehmeyer, M. L., & Shogren, K. A. (2017). Fostering inclusion of students with significant cognitive disabilities by using learning map models and map-based assessments. Inclusion, 5(2), 110–120. https://doi.org/10.1352/2326-6988-5.2.110

  • Kirk, H. E., Gray, K., Riby, D. M., & Cornish, K. M. (2015). Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities. Research in Developmental Disabilities, 38, 145–160. https://doi.org/10.1016/j.ridd.2014.12.026

  • Kleekamp, M. C. (2024). What about the 1%? Transforming current literacy pedagogy for students with significant support needs. Language Arts, 101(3), 167–178. https://doi.org/10.58680/la202432764

  • Kleinert, H. L., & Kearns, J. F. (1999). A validation study of the performance indicators and learner outcomes of Kentucky’s alternate assessment for students with significant disabilities. The Journal of the Association for Persons with Severe Handicaps, 24(2), 100–110. https://doi.org/10.2511/rpsd.24.2.100

  • Kleinert, H. L., & Kearns, J. F. (2017). Alternate assessments for students with severe and multiple disabilities. In F. P. Orelove, D. Sobsey, & D. L. Gilles (Eds.), Educating students with severe and multiple disabilities: A collaborative approach (5th ed., pp. 437–464). Paul H.  Brookes.

  • Kleinert, H. L., & Kearns, J. F. (Eds.). (2001). Alternate assessment: Measuring outcomes and supports for students with disabilities. Paul H. Brookes.

  • Kleinert, H. L., & Thurlow, M. (2001). An introduction to alternate assessment. Assessment for Effective Intervention, 26(2), 57–60. https://doi.org/10.1177/073724770102600209

  • Kleinert, H. L., Browder, D. M., & Towles-Reeves, E. (2005). The assessment triangle and students with significant cognitive disabilities: Models of student cognition. University of Kentucky, National Alternate Assessment Center. http://www.naacpartners.org/publications/whitePapers/18000.pdf

  • Kleinert, H. L., Browder, D. M., & Towles-Reeves, E. (2009). Models of cognition for students with significant cognitive disabilities: Implications for assessment. Review of Educational Research, 79(1), 301–326. https://doi.org/10.3102/0034654308326160

  • Kleinert, H. L., Denham, A., Bracke, C., Bracke, A., Calie, M. R., Burdge, M., & Groneck, V. B. (2001). The role of social relationships in alternate assessment. In H. L. Kleinert & J. F. Kearns (Eds.), Alternate assessment: Measuring outcomes and supports for students with disabilities (pp. 167–183). Paul H. Brookes.

  • Kleinert, H. L., Denham, A., Groneck, V. B., Clayton, J., Burdge, M., Kearns, J. K., & Hall, M. (2001). Systematically teaching the components of self-determination. In H. L. Kleinert & J. F. Kearns (Eds.), Alternate assessment: Measuring outcomes and supports for students with disabilities (pp. 93–134). Paul H. Brookes.

  • Kleinert, H. L., Garrett, B., Towles, E., Garrett, M., Nowak-Drabik, K., Waddell, C., & Kearns, J. F. (2002). Alternate assessment scores and life outcomes for students with significant disabilities: Are they related? Assessment for Effective Intervention, 28(1), 19–30. https://doi.org/10.1177/073724770202800103

  • Kleinert, H. L., Green, P., Hurte, M., Clayton, J., & Oetinger, C. (2002). Creating and using meaningful alternate assessments. TEACHING Exceptional Children, 34(4), 40–47. https://doi.org/10.1177/004005990203400406

  • Kleinert, H. L., Haig, J., Kearns, J. F., & Kennedy, S. (2000). Alternate assessments: Lessons learned and roads to be taken. Exceptional Children, 67(1), 51–66. https://doi.org/10.1177/001440290006700104

  • Kleinert, H. L., Hurte, M. D., Groneck, V. B., Fay, J. M., Roszmann-Millican, M., Hall, M., Clayton, J., & Lester, J. M. (2001). Demonstrating performance across multiple environments. In H. L. Kleinert & J. F. Kearns (Eds.), Alternate assessment: Measuring outcomes and supports for students with disabilities (pp. 185–211). Paul H. Brookes.

  • Kleinert, H. L., Kearns, J. F., & Kennedy, S. (1997). Accountability for all students: Kentucky’s alternate portfolio assessment for students with moderate and severe cognitive disabilities. The Journal of the Association for Persons with Severe Handicaps, 22(2), 88–101. https://doi.org/10.1177/154079699702200206