AA-AAAS Bibliography: Search

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1237 results.
  • Li, X. (2012). Examining preservice teachers’ appropriation of pedagogical tools for teaching students with moderate to severe disabilities in an embedded reading methods course (Publication No. 3539922) [Doctoral dissertation, University of Cincinnati]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1095736801

  • Light, J., & McNaughton, D. (2012). Supporting the communication, language, and literacy development of children with complex communication needs: State of the science and future research priorities. Assistive Technology, 24(1), 34–44. https://doi.org/10.1080/10400435.2011.648717

  • Light, J., & McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of communication? Augmentative and Alternative Communication, 30(1), 1–18. https://doi.org/10.3109/07434618.2014.885080

  • Lindström, E. R., Fisher, E., Cook, M., Perrella, M., McFadden, K. A., Chen, R., & Fallah, M. B. (2023). An observation study of mathematics instruction for students with IDD in grades K–2. Research in Developmental Disabilities, 141, 104591. https://doi.org/10.1016/j.ridd.2023.104591
  • Little, W. O. (2022). Special education teachers descriptions of selecting and applying differentiated instruction within self-contained classrooms (Publication No. 29393381) [Doctoral dissertation, Grand Canyon University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2726392469

  • Liu, K. K., Thurlow, M. L., Lazarus, S. S., & Dosedel, M. (2020). A literature review of evidence-based literacy assessment and instruction practices for English learners with significant cognitive disabilities (NCEO Report No. 422). National Center on Educational Outcomes, University of Minnesota. https://nceo.umn.edu/docs/OnlinePubs/NCEOReport422.pdf

  • Liu, K. K., Wolforth, S., Thurlow, M. L., Jacques, C., Lazarus, S. S., & August, D. (2021). A framework for making decisions about participation in a state’s alternate ELP assessment (NCEO Report 426). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Report426/default.html
  • Liu, M., & Haertel, G. (2011). Design patterns: A tool to support assessment task authoring (Large-Scale Assessment Technical Report 11). SRI International. https://ecd.sri.com/publications.html

  • Lloyd, K., Melanson, I. J., Moorehouse, A., & Klatt, K. P. (2021). Investigating the effects of error-correction procedures across different skill sets for children with autism. Behavioral Interventions, 36(2), 407–421. https://doi.org/10.1002/bin.1775

  • Lohmann, M. J., Hovey, K. A., Gauvreau, A. N., & Higgins, J. P. (2019). Using assistive technology tools to support learning in the inclusive preschool classroom. The Journal of Special Education Apprenticeship, 8(2), article 5. https://doi.org/10.58729/2167-3454.1090
  • Long, H. M., Bouck, E. C., & Kelly, H. (2023). An evidence-based practice synthesis of virtual manipulatives for students with ASD and IDD. Focus on Autism and Other Developmental Disabilities, 38(3), 147–157. https://doi.org/10.1177/10883576221121654
  • Long, H. M., Bouck, E. C., & Mariage, T. V. (2024). An updated systematic review of mathematics interventions for students with ASD. Education and Training in Autism and Developmental Disabilities, 59(2), 148–164. https://www.jstor.org/journal/eductraiautideve
  • Long, H. M., Bouck, E. C., & O’Reilly, C. (2024). Just dollars and cents: Making change via a virtual money manipulative. Rural Special Education Quarterly, 43(1), 14–25. https://doi.org/10.1177/87568705231216449
  • Lopez, N. B., & Bagawan, A. (2024). Supporting Muslim families of young children with extensive support needs: Recommendations for practitioners. Inclusive Practices, 3(1–2), 14–22. https://doi.org/10.1177/27324745241230962
  • Lorah, E. R., & Griffen, B. (2023). Establishing a mand repertoire using an interrupted chain procedure with SGD in children with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 35(1), 97–110. https://doi.org/10.1007/s10882-022-09846-9

  • 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