AA-AAAS Bibliography: Search

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878 results.
  • Siegel-Causey, E., & Allinder, R. M. (1998). Using alternative assessment for students with severe disabilities: Alignment with best practices. Education and Training in Mental Retardation and Developmental Disabilities, 33(2), 168–178. http://daddcec.org/Publications/ETADDJournal.aspx

  • Sigafoos, J., O’Reilly, M. F., Ledbetter–Cho, K., Lim, N., Lancioni, G. E., & Marschik, P. B. (2019). Addressing sequelae of developmental regression associated with developmental disabilities: A systematic review of behavioral and educational intervention studies. Neuroscience and Biobehavioral Reviews, 96, 56–71. https://doi.org/10.1016/j.neubiorev.2018.11.014

  • Simacek, J., Pennington, B., Reichle, J., & Parker-McGowan, Q. (2018). Aided AAC for people with severe to profound and multiple disabilities: A systematic review of interventions and treatment intensity. Advances in Neurodevelopmental Disorders, 2(1), 100–115. https://doi.org/10.1007/s41252-017-0050-4

  • Simpson, R. L. (2019). Characteristics of individuals with autism spectrum disorder who have complex communication needs. In J. B. Ganz & R. L. Simpson (Eds.), Interventions for individuals with autism spectrum disorder and complex communication needs (pp. 3–20). Paul H. Brookes.

  • Simpson, R. L., de Boer-Ott, S. R., & Smith-Myles, B. (2003). Inclusion of learners with autism spectrum disorders in general education settings. Topics in Language Disorders, 23(2), 116–133. https://doi.org/10.1097/00011363-200304000-00005

  • Sir, D. (2017). Comparing two alternate assessments: Dynamic Learning Maps and Multi-State Alternate Assessment (Publication No. 10685721) [Doctoral dissertation, Seton Hall University]. ProQuest Dissertations and Theses Global. http://scholarship.shu.edu/dissertations/2421/

  • Skibo, H., Mims, P., & Spooner, F. (2011). Teaching number identification to students with severe disabilities using response cards. Education and Training in Autism and Developmental Disabilities, 46(1), 124–133. http://www.daddcec.com/etadd.html

  • Skwerer, D. P., Jordan, S. E., Brukilacchio, B. H., & Tager-Flusberg, H. (2016). Comparing methods for assessing receptive language skills in minimally verbal children and adolescents with autism spectrum disorders. Autism: The International Journal of Research and Practice, 20(5), 591–604. https://doi.org/10.1177/1362361315600146

  • Smith, B. R., Spooner, F., Jimenez, B. A., & Browder, D. (2013). Using an early science curriculum to teach science vocabulary and concepts to students with severe developmental disabilities. Education and Treatment of Children, 36(1), 1–31. https://doi.org/10.1353/etc.2013.0002

  • Smith, K. A., Ayres, K. A., Alexander, J., Ledford, J. R., Shepley, C., & Shepley, S. B. (2016). Initiation and generalization of self-instructional skills in adolescents with autism and intellectual disability. Journal of Autism and Developmental Disorders, 46(4), 1196–1209. https://doi.org/10.1007/s10803-015-2654-8

  • Smith, M., Chambers, S., Campbell, A., Pierce, T., McCarthy, T., & Kostewicz, D. E. (2020). Use of routine-based instruction to develop object perception skills with students who have visual impairments and severe intellectual disabilities: Two case studies. Journal of Visual Impairment & Blindness, 114(2), 101–113. https://doi.org/10.1177/0145482X20910826

  • Smith, S. J., Lowrey, K. A., Rowland, A. L., & Frey, B. (2020). Effective technology supported writing strategies for learners with disabilities. Inclusion, 8(1), 58–73. https://doi.org/10.1352/2326-6988-8.1.58

  • Snell, M. E., . Y. Chen, L., & Hoover, K. (2006). Teaching augmentative and alternative communication to students with severe disabilities: A review of intervention research 1997-2003. Research and Practice for Persons with Severe Disabilities, 31(3), 203–214. https://doi.org/10.1177/154079690603100301

  • Snider, L. A. (2020). The CASC framework: An assessment model for students with intellectual and developmental disabilities (Publication No. 28086818) [Doctoral dissertation, University of Denver]. ProQuest Dissertations and Theses Global.
  • Snyder, S., & Huber, H. (2019). Computer assisted instruction to teach academic content to students with intellectual disability: A review of the literature. American Journal on Intellectual and Developmental Disabilities, 124(4), 374–390. https://doi.org/10.1352/1944-7558-124.4.374

  • Sonnenmeier, R. M., McSheehan, M., & Jorgensen, C. M. (2005). A case study of team supports for a student with autism’s communication and engagement within the general education curriculum: Preliminary report of the beyond access model. Augmentative and Alternative Communication, 21(2), 101–115. https://doi.org/10.1080/07434610500103608

  • Sparks, N. M. (2007). Disability status bias considerations in a portfolio alternate assessment program (Publication No. 3255553) [Doctoral dissertation, Regent University]. ProQuest Dissertations and Theses Global.

  • Spencer, M. L., Burdge, M., De Leon, J., Clayton, J., Quitugua, J., Guerrero, A., San Nicolas, H., & Macapinlac, J. (2012). Facilitating program improvement for students with significant cognitive disabilities: Baseline documentation of instructional programs in six Pacific entities. Micronesian Educator, 16, 5–19. https://www.uog.edu/schools-and-colleges/school-of-education/micronesian-educator/index.php

  • Spencer, V. G., Evmenova, A. S., & Boon, R. T. (2014). Review of research-based interventions for students with autism spectrum disorders in content area instruction: Implications and considerations for classroom practice. Education and Training in Autism and Developmental Disabilities, 49(3), 331–353. http://www.daddcec.com/etadd.html

  • Spooner, F., & Browder, D. (2006). Why teach the general curriculum? In D. M. Browder & F. Spooner (Eds.), Teaching language arts, math and science to students with significant cognitive disabilities (pp. 1–13). Paul H. Brookes.