AA-AAAS Bibliography: Search

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965 results.

  • Reichle, J., Simacek, J., & Parker-McGowan, Q. E. (2019). Considerations in implementing aided low-tech AAC systems for individuals with autism spectrum disorder and complex communication needs. In J. B. Ganz & R. L. Simpson (Eds.), Interventions for individuals with autism spectrum disorder and complex communication needs (pp. 83–102). Paul H. Brookes.

  • Rendoth, T., Duncan, J., & Foggett, J. (2022). Inclusive curricula for students with severe intellectual disabilities or profound and multiple learning difficulties: A scoping review. Journal of Research in Special Educational Needs, 22(1), 76–88. https://doi.org/10.1111/1471-3802.12544

  • Restorff, D. E., & Abery, B. H. (2013). Observations of academic instruction for students with significant intellectual disability: Three states, thirty-nine classrooms, one view. Remedial and Special Education, 34(5), 282–292. https://doi.org/10.1177/0741932512474995

  • Restorff, D., Sharpe, M., Abery, B., Rodriguez, M., & Kim, N. K. (2012). Teacher perceptions of alternate assessments based on alternate achievement standards: Results from a three-state survey. Research and Practice for Persons with Severe Disabilities, 37(3), 185–198. https://doi.org/10.2511/027494812804153570

  • Rey, G. A. (2023). Parent and teacher perceptions of students’ self-advocacy skills in self-contained settings (Publication No. 30488268) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2811112861

  • Riggs, L., Collins, B. C., Kleinert, H. L., & Knight, V. F. (2013). Teaching principles of heredity to high school students with moderate and severe disabilities. Research and Practice for Persons with Severe Disabilities, 38(1), 30–43. https://doi.org/10.2511/027494813807046971

  • Rigney, S. (2009). How should states move forward? In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 363–364). Paul H. Brookes.

  • Rigney, S. (2009). Public policy and the development of alternate assessments for students with cognitive disabilities. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 41–59). Paul H. Brookes.

  • Rivera, C., & Baker, J. (2013). Teaching students with intellectual disability to solve for x. TEACHING Exceptional Children, 46(2), 14–21. https://doi.org/10.1177/004005991304600202

  • Rivera, C., Hudson, M. E., Weiss, S. L., & Zambone, A. (2017). Using a multicomponent multimedia shared story intervention with an iPad to teach content picture vocabulary to students with developmental disabilities. Education & Treatment of Children, 40(3), 327–352. https://doi.org/10.1353/etc.2017.0014

  • Roach, A. T. (2005). Alternate assessment as the “ultimate accommodation”: Four challenges for policy and practice. Assessment for Effective Intervention, 31(1), 73–78. https://doi.org/10.1177/073724770503100107

  • Roach, A. T. (2005). The Wisconsin Alternate Assessment for students with disabilities: Influences on student performance and stakeholder satisfaction (Publication No. 3175393) [Doctoral dissertation, The University of Wisconsin—Madison]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/305380558

  • Roach, A. T. (2006). Influences on parent perceptions of an alternate assessment for students with severe cognitive disabilities. Research and Practice for Persons with Severe Disabilities, 31(3), 267–274. https://doi.org/10.1177/154079690603100306

  • Roach, A. T., & Elliott, S. N. (2004). Alignment analysis and standard-setting procedures for alternate assessment (WCER Working Paper No. 2004–1). Wisconsin Center for Education Research, University of Wisconsin. http://www.wcer.wisc.edu/publications/workingPapers/Working_Paper_No_2004_1.pdf

  • Roach, A. T., & Elliott, S. N. (2006). The influence of access to general education curriculum on alternate assessment performance of students with significant cognitive disabilities. Educational Evaluation and Policy Analysis, 28(2), 181–194. https://doi.org/10.3102/01623737028002181

  • Roach, A. T., Elliott, S. N., & Berndt, S. (2007). Teacher perceptions and the consequential validity of an alternate assessment for students with significant cognitive disabilities. Journal of Disability Policy Studies, 18(3), 168–175. https://doi.org/10.1177/10442073070180030501

  • Roach, A. T., Elliott, S. N., & Webb, N. L. (2003). Alignment analysis and content validity of the Wisconsin alternate assessment for students with disabilities (WCER Working Paper No. 2003–2). Wisconsin Center for Education Research, University of Wisconsin. http://www.wcer.wisc.edu/Publications/workingPapers/Working_Paper_No_2003_2.pdf

  • Roach, A. T., Elliott, S. N., & Webb, N. L. (2005). Alignment of an alternate assessment with state academic standards: Evidence for the content validity of the Wisconsin alternate assessment. The Journal of Special Education, 38(4), 218–231. https://doi.org/10.1177/00224669050380040301

  • Roberts, C. A., Leko, M. M., & Wilkerson, K. L. (2013). New directions in reading instruction for adolescents with significant cognitive disabilities. Remedial and Special Education, 34(5), 305–317. https://doi.org/10.1177/0741932513485447

  • Roberts, C. A., Ruppar, A. L., & Olson, A. J. (2018). Perceptions matter: Administrators’ vision of instruction for students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 43(1), 3–19. https://doi.org/10.1177/1540796917743931