AA-AAAS Bibliography: Search

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1135 results.

  • Loveall, S. J., & Conners, F. A. (2013). Individuals with intellectual disability can self-teach in reading. American Journal on Intellectual and Developmental Disabilities, 118(2), 108–123. https://doi.org/10.1352/1944-7558-118.2.108

  • Lowrey, K. A., Drasgow, E., Renzaglia, A., & Chezan, L. (2007). Impact of alternate assessment on curricula for students with severe disabilities: Purpose driven or process driven? Assessment for Effective Intervention, 32(4), 244–253. https://doi.org/10.1177/15345084070320040601

  • Lubas, M., Mitchell, J., & De Leo, G. (2014). User-centered design and augmentative and alternative communication apps for children with autism spectrum disorders. SAGE Open, 4(2), 1–10. https://doi.org/10.1177/2158244014537501

  • Lui, M., Maharaj, A., Shimaly, R., Atcha, A., Ali, H., Carroll, S., & McEwen, R. (2022). User experiences of eye gaze classroom technology for children with complex communication needs. Journal of Special Education Technology, 37(3), 426–436. https://doi.org/10.1177/01626434211019399

  • Lund, S. K., Quach, W., Weissling, K., McKelvey, M., & Dietz, A. (2017). Assessment with children who need augmentative and alternative communication (AAC): Clinical decisions of AAC specialists. Language, Speech, and Hearing Services in Schools, 48(1), 56–68. https://doi.org/10.1044/2016_LSHSS-15-0086

  • Lynch, S., & Adams, P. (2008). Developing standards-based individualized education program objectives for students with significant needs. TEACHING Exceptional Children, 40(3), 36–39. https://doi.org/10.1177/004005990804000303

  • Lyon, K. J. (2014). Teaching shape recognition to students with significant intellectual disabilities (Publication No. 3621902) [Doctoral dissertation, University of Kansas]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1545887801

  • Lázaro, M., Garayzábal, E., & Moraleda, E. (2013). Differences on morphological and phonological processing between typically developing children and children with Down syndrome. Research in Developmental Disabilities, 34(7), 2065–2074. https://doi.org/10.1016/j.ridd.2013.03.027

  • Ma, Z., & Travers, J. C. (2022). Adjusting intervention intensity to support students with autism spectrum disorder. Intervention in School and Clinic, 57(5), 291–297. https://doi.org/10.1177/10534512211032596
  • MacLauchlan, D. L. (2014). Perceived social validity of an alternate assessment and consequential uses of assessment scores: A sequential explanatory mixed methods analysis (Publication No. 3644154) [Doctoral dissertation, University of Northern Colorado]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1625406133
  • Mahoney, M. (2020). Implementing evidence-based practices within multi-tiered systems of support to promote inclusive secondary classroom settings. The Journal of Special Education Apprenticeship, 9(1), article 2. https://doi.org/10.58729/2167-3454.1095
  • Mahoney, M. W. M. (2023). Peer-mediated instruction and intervention to support the academic achievement of secondary students with autism spectrum disorder: A systematic review of the literature. The Journal of Special Education Apprenticeship, 12(1), article 6. https://doi.org/10.58729/2167-3454.1159
  • Majerus, P. M. (2015). Teacher perceptions of Common Core based-evaluations for students with cognitive impairments (Publication No. 3722163) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1720325076

  • Malaquias, F. F. de O., Malaquias, R. F., Lamounier, E. A., & Cardoso, A. (2013). VirtualMat: A serious game to teach logical-mathematical concepts for students with intellectual disability. Technology and Disability, 25(2), 107–116. https://doi.org/10.3233/TAD-130375

  • Malomo, O. (2021). Differentiated instruction for students with significant disabilities in inclusive secondary classrooms (Publication No. 28771724) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2593621238
  • Mansouri, M. C., Kurth, J. A., Turner, E. L., Zimmerman, K. N., & Frick, T. A. (2022). Comparison of academic and social outcomes of students with extensive support needs across placements. Research and Practice for Persons with Severe Disabilities, 47(2), 111–129. https://doi.org/10.1177/15407969221101792

  • Marion, S. (2009). Some key considerations for test evaluators and developers. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 355–358). Paul H. Brookes.

  • Marion, S. F., & Pellegrino, J. W. (2006). A validity framework for evaluating the technical quality of alternate assessments. Educational Measurement: Issues and Practice, 25(4), 47–57. https://doi.org/10.1111/j.1745-3992.2006.00078.x

  • Marion, S., & Perie, M. (2009). An introduction to validity arguments for alternate assessments. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 113–125). Paul H. Brookes.

  • Martens, M. A. W., Janssen, M. J., Ruijssenaars, W. A. J. J. M., & Riksen-Walraven, M. (2014). Introducing an intervention model for fostering affective involvement with persons who are congenitally deafblind. Journal of Visual Impairment & Blindness, 108(1), 29–41. http://www.afb.org/jvib/jvib_main.asp