AA-AAAS Bibliography: Search

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1255 results.

  • Kleinert, H. L., Kearns, J. F., Kearns, , Costello, K. A., Nowak-Drabik, K., Garrett, M. M., Horvath, L. S., Kampfer, S. H., & Turner, M. D. (2001). Research on the impact of alternate assessments. In H. L. Kleinert & J. F. Kearns (Eds.), Alternate assessment: Measuring outcomes and supports for students with disabilities (pp. 213–227). Paul H. Brookes.

  • Kleinert, H. L., Kennedy, S., & Kearns, J. F. (1999). The impact of alternate assessments: A statewide teacher survey. The Journal of Special Education, 33(2), 93–102. https://doi.org/10.1177/002246699903300203

  • Kleinert, H., Towles-Reeves, E., Quenemoen, R., Thurlow, M., Fluegge, L., Weseman, L., & Kerbel, A. (2015). Where students with the most significant cognitive disabilities are taught: Implications for general curriculum access. Exceptional Children, 81(3), 312–328. https://doi.org/10.1177/0014402914563697

  • Kleinert, J. O., Kearns, J. F., Page, J. L., & Kleinert, H. L. (2023). Promising strategies for teaching augmentative and alternative communication in inclusive educational settings: A systematic review. Language, Speech, and Hearing Services in Schools, 54(4), 1333–1357. https://doi.org/10.1044/2023_LSHSS-22-00178
  • Kleinert, J., Holman, A., McSheehan, M., & Kearns, J. F. (2010). The importance of developing communicative competence for students with significant cognitive disabilities (Synthesis Report No. 1). University of Kentucky, National Alternate Assessment Center. http://www.naacpartners.org/publications/2010KlienertHolmanMcSheehanKearns.pdf

  • Kleinert, J., Kearns, J., Liu, K. K., Thurlow, M. L., & Lazarus, S. S. (2019). Communication competence in the inclusive setting: A review of the literature (TIES Center Report No. 103). University of Minnesota, The TIES Center. https://ici-s.umn.edu/files/K-gxmnGDc_/tiesreport103.pdf

  • Kliewer, C., & Biklen, D. (2001). “School’s not really a place for reading”: A research synthesis of the literate lives of students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 26(1), 1–12. https://doi.org/10.2511/rpsd.26.1.1

  • Knight, V. F., Collins, B., Spriggs, A. D., Sartini, E., & MacDonald, M. J. (2018). Scripted and unscripted science lessons for children with autism and intellectual disability. Journal of Autism and Developmental Disorders, 48(7), 2542–2557. https://doi.org/10.1007/s10803-018-3514-0

  • Knight, V. F., Kuntz, E. M., & Brown, M. (2018). Paraprofessional-delivered video prompting to teach academics to students with severe disabilities in inclusive settings. Journal of Autism and Developmental Disorders, 48(6), 2203–2216. https://doi.org/10.1007/s10803-018-3476-2

  • Knight, V. F., Smith, B. R., Spooner, F., & Browder, D. (2012). Using explicit instruction to teach science descriptors to students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42(3), 378–389. https://doi.org/10.1007/s10803-011-1258-1

  • Knight, V. F., Spooner, F., Browder, D. M., Smith, B. R., & Wood, C. L. (2013). Using systematic instruction and graphic organizers to teach science concepts to students with autism spectrum disorders and intellectual disability. Focus on Autism and Other Developmental Disabilities, 28(2), 115–126. https://doi.org/10.1177/1088357612475301

  • Knight, V. F., Wood, L., McKissick, B. R., & Kuntz, E. M. (2020). Teaching science content and practices to students with intellectual disability and autism. Remedial and Special Education, 41(6), 327–340. https://doi.org/10.1177/0741932519843998

  • Knight, V., Browder, D. M., Agnello, B., & Lee, A. (2010). Academic instruction for students with severe disabilities. Focus on Exceptional Children, 42(7), 1–14. https://journals.ku.edu/focusXchild/

  • Knight, V., McKissick, B. R., & Saunders, A. F. (2013). A review of technology-based interventions to teach academic skills to students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(11), 2628–2648. https://doi.org/10.1007/s10803-013-1814-y
  • Kobrin, J. L., Karvonen, M., Clark, A. K., & Thompson, W. J. (2022). Developing and refining a model for measuring implementation fidelity for an instructionally embedded assessment system. Practical Assessment, Research, and Evaluation, 27(1), article 24. https://doi.org/10.7275/pare.1316

  • Kobrin, J. L., Larson, S. J., Cromwell, A., & Garza, P. (2014). Establishing parameters for consideration of Common Core mathematics learning progressions. Pearson.

  • Koebley, S., Romine, R. S., McCann, M., & Glore, C. (2020). Interim report on development and revision of essential elements in science for the Dynamic Learning Maps alternate assessment system (Technical Report No. 20-04). University of Kansas, Accessible Teaching, Learning, and Assessment Systems. https://dynamiclearningmaps.org/publications

  • Kohl, F. L., McLaughlin, M. J., & Nagle, K. (2006). Alternate achievement standards and assessments: A descriptive investigation of 16 states. Exceptional Children, 73(1), 107–123. https://doi.org/10.1177/001440290607300106

  • Koontz, J. C. B. (2019). The life-long potential of students with moderate-severe disabilities: Perceptions of elementary special education teachers (Publication No. 22623005) [Doctoral dissertation, University of California, Los Angeles]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2307396507
  • Korneder, J., Louie, W.-Y. G., Pawluk, C. M., Abbas, I., Brys, M., & Rooney, F. (2023). Robot-mediated interventions for teaching children with ASD: A new intraverbal skill. Assistive Technology, 34(6), 707–716. https://doi.org/10.1080/10400435.2021.1930284