AA-AAAS Bibliography: Search

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1255 results.

  • LeJeune, L. M., & Lemons, C. J. (2021). The effect of computer-assisted instruction on challenging behavior and academic engagement. Journal of Positive Behavior Interventions, 23(2), 118–129. https://doi.org/10.1177/1098300720929680

  • Lemons, C. J., & Fuchs, D. (2010). Phonological awareness of children with Down syndrome: Its role in learning to read and the effectiveness of related interventions. Research in Developmental Disabilities, 31(2), 316–330. https://doi.org/10.1016/j.ridd.2009.11.002

  • Lemons, C. J., Allor, J. H., Al Otaiba, S., & LeJeune, L. M. (2016). 10 research-based tips for enhancing literacy instruction for students with intellectual disability. TEACHING Exceptional Children, 49(1), 18–30. https://doi.org/10.1177/0040059916662202

  • Lemons, C. J., Sinclair, A. C., Gesel, S., Gandhi, A. G., & Danielson, L. (2019). Integrating intensive intervention into special education services: Guidance for special education administrators. Journal of Special Education Leadership, 32(1), 29–38. https://www.casecec.org/journal

  • Lemons, C. J., Zigmond, N., Kloo, A. M., Hill, D. R., Mrachko, A. A., Paterra, M. F., Bost, T. J., & Davis, S. M. (2013). Performance of students with significant cognitive disabilities on early-grade curriculum-based measures of word and passage reading fluency. Exceptional Children, 79(4), 408–426. https://doi.org/10.1177/001440291307900402

  • Lequia, J. L., Vincent, L. B., Lyons, G. L., Asmus, J. M., & Carter, E. W. (2023). Individualized education programs of high school students with significant disabilities. Education and Training in Autism and Developmental Disabilities, 58(1), 22–35. https://www.jstor.org/journal/eductraiautideve
  • Leroux, E. L., Biggs, E. E., & Shin, D. E. (2024). Views of parents on supporting language and literacy for their children with complex communication needs. Language, Speech, and Hearing Services in Schools, 55(1), 69–84. https://doi.org/10.1044/2023_LSHSS-23-00009
  • Letuzinger, B., Rodgers, D. B., & Savaiano, M. E. (2024). Phonics and spelling intervention for three children with Down syndrome. Education and Training in Autism and Developmental Disabilities, 59(3), 307–322. https://www.jstor.org/journal/eductraiautideve
  • Leytham, P. A., Nguyen, N., & Rago, D. (2021). Curriculum programming in the general education setting for students with autism spectrum disorder. TEACHING Exceptional Children, 53(6), 404–413. https://doi.org/10.1177/0040059920968885
  • 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, D., Mao, Y., Lory, C., Lei, Q., & Zeng, Y. (2024). The effect of computation interventions for students with autism spectrum disorder: A meta-analysis and systematic review. Psychology in the Schools, 61(10), 3907–3925. https://doi.org/10.1002/pits.23261

  • 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