AA-AAAS Bibliography: Search

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1135 results.

  • Mostert, M. P. (2001). Facilitated communication since 1995: A review of published studies. Journal of Autism and Developmental Disorders, 31(3), 287–313. https://doi.org/10.1023/A:1010795219886

  • Mucchetti, C. A. (2013). Adapted shared reading at school for minimally verbal students with autism. Autism: The International Journal of Research and Practice, 17(3), 358–372. https://doi.org/10.1177/136236131270495

  • Mueller, L., Ferrara, S., Swaffield, S., & Alexander, D. (2009). The South Carolina alternate assessment. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 301–314). Paul H. Brookes.

  • Mueller, T. G., Singer, G. H., & Carranza, F. D. (2006). A national survey of the educational planning and language instruction practices for students with moderate to severe disabilities who are English language learners. Research and Practice for Persons with Severe Disabilities, 31(3), 242–254. https://doi.org/10.1177/154079690603100304

  • Muharib, R., Walker, V., & Dunn, W. (advance online publication). Effects of interventions involving tablet-based speech-generating devices for individuals with ASD: A meta-analysis. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-023-06173-6
  • Murray, M., & Seals, M. (2023). How preparation programs for moderate-severe disabilities in Ohio incorporate high-leverage instructional practices. TIES Center, University of Minnesota. https://publications.ici.umn.edu/ties/hlp-article/how-prep-programs-incorporate-hlp
  • Murray, M., & Seals, M. (2023). Paraeducator’s roles in supporting students with significant cognitive disabilities in PreK–12 settings. University of Minnesota, TIES Center. https://publications.ici.umn.edu/ties/paraprofessional-report/paraeducators-role

  • Musson, J. E., Thomas, M., Towles-Reeves, E., & Kearns, J. (2010). An analysis of state alternate assessment participation guidelines. The Journal of Special Education, 44(2), 67–78. https://doi.org/10.1177/0022466909333515

  • Myles, B. S., Coffin, A. B., Rogers, J., Szakacs, W., & Earles-Vollrath, T. (2016). Using technology to support social competence. In Information Resources Management Association (Ed.), Special and gifted education: Concepts, methodologies, tools, and applications: Vol. II (pp. 826–844). Information Science Reference. https://doi.org/10.4018/978-1-5225-0034-6.ch035

  • Nagle, K. M., & Cameto, R. (2012). Alternate assessment design – English language arts. Technical report 3: Domain analysis — Selection of common core state standards in English language arts/reading for the development of design patterns and task. SRI International. http://alternateassessmentdesign.sri.com/techreports/AAD_ELA_TechRpt3_052112.pdf

  • Nagle, K. M., Cameto, R., Haertel, G., DeBarger, A. H., & Morrison, K. (2011). Alternate assessment design – Mathematics. Technical report 2: Current state of mathematics assessment in alternate assessment. SRI International. http://alternateassessmentdesign.sri.com/techreports/ADD_M_TechRpt2_033111final.pdf

  • Nagle, K. M., Cameto, R., Haertel, G., DeBarger, A. H., & Morrison, K. (2012). Alternate assessment design – English language arts. Technical report 2: Current state of alternate assessments in English language arts. SRI International. http://alternateassessmentdesign.sri.com/techreports/AAD_ELA_TechRpt2_033012_FINALrev_disclaimer.pdf

  • Nam, S. S., & Hwang, Y. S. (2016). Acquisition of picture exchange-based vs. signed mands and implications to teach functional communication skills to children with autism. The Journal of Special Education Apprenticeship, 5(2), article 1. https://doi.org/10.58729/2167-3454.1052
  • Nam, S., Kim, J., & Sparks, S. (2018). An overview of review studies on effectiveness of major AAC systems for individuals with developmental disabilities including autism. The Journal of Special Education Apprenticeship, 7(2), article 6. https://doi.org/10.58729/2167-3454.1071
  • Nash, B., Clark, A., Karvonen, M., & Brussow, J. (2016). 2016 standard setting: Science (Technical Report No. 16-03). University of Kansas, Center for Educational Testing and Evaluation. https://dynamiclearningmaps.org/publications
  • Nash, B., Kavitsky, E., & Clark, A. (2019). 2019 science standard setting: Grades 3 and 7. University of Kansas; Accessible Teaching, Learning, and Assessment Systems (ATLAS). https://dynamiclearningmaps.org/publications
  • Nasir-Tucktuck, M., Baker, J. N., More, C., & Spies, T. (2023). Effects of distributing trials in shared stories on listening comprehension and skill acquisition for students with significant cognitive disability. Education and Training in Autism and Developmental Disabilities, 58(2), 209–221. https://www.jstor.org/journal/eductraiautideve
  • Nehler, C., Clark, A., & Karvonen, M. (2019). White Paper: Considerations for measuring academic growth on Dynamic Learning Maps® (DLM®) alternate assessments. University of Kansas; Center for Accessible Teaching, Learning, and Assessment Systems (ATLAS). https://dynamiclearningmaps.org/publications
  • Nelson, J. A. (2019). An investigation of the effectiveness of TouchMath on mathematics achievement for students with the most significant cognitive disabilities (Publication No. 13860349) [Doctoral dissertation, Kansas State University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2288064787

  • Nolet, V., & McLaughlin, M. J. (2005). Accessing the general curriculum: Including students with disabilities in standards-based reform. Corwin Press.