AA-AAAS Bibliography: Search

Search Filters


Search Results

1135 results.
  • Norburn, K., Levin, A., Morgan, S., & Harding, C. (2016). A survey of augmentative and alternative communication used in an inner city special school. British Journal of Special Education, 43(3), 289–306. https://doi.org/10.1111/1467-8578.12142

  • Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing School Failure, 54(4), 275–282. https://doi.org/10.1080/10459881003785506

  • Ogletree, B. T., Rose, A., & Hambrecht, G. (2019). Evidence-based methods for teaching school-age children and youth 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. 193–223). Paul H. Brookes.

  • Ok, M. W., & Kim, W. (2017). Use of iPads and iPods for academic performance and engagement of preK-12 students with disabilities: A research synthesis. Exceptionality, 25(1), 54–75. https://doi.org/10.1080/09362835.2016.1196446

  • Olakanmi, O. A., Akcayir, G., Ishola, O. M., & Epp, C. D. (2020). Using technology in special education: Current practices and trends. Educational Technology Research and Development, 68(4), 1711–1738. https://doi.org/10.1007/s11423-020-09795-0

  • Oliver-Kerrigan, K. A., Christy, D., & Stahmer, A. C. (2021). Practices and experiences of general education teachers educating students with autism. Education and Training in Autism and Developmental Disabilities, 56(2), 158–172. https://www.jstor.org/journal/eductraiautideve
  • Olsen, K. (1998). What principles are driving development of state alternate assessments? Mid-South Regional Resource Center (MSRRC), Interdisciplinary Human Development Institute, University of Kentucky. http://marces.org/mdarch/pdf/1000025.pdf

  • Olsen, K. (2016). A case study of direct instruction in reading, the Common Core State Standards, and students with intellectual disabilities (Publication No. 10183569) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1845855350
  • Olsen, K., Bechard, S., Kennedy, S., Haigh, J., Parshall, J., & Friedebach, M. (1998). Alternate assessment issues and practices. Mid-South Regional Resource Center (MSRRC), Interdisciplinary Human Development Institute, University of Kentucky. https://eric.ed.gov/?id=ED431263

  • Olson, A. J. (2014). One middle school’s process of providing students with significant disabilities access to the general education curriculum (Publication No. 3635287) [Doctoral dissertation, The University of Wisconsin—Madison]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1614533565
  • Olson, A. J., & Roberts, C. A. (2018). Teacher educators’ perspectives: Preparing preservice teachers to provide access to the general curriculum. Remedial and Special Education, 39(6), 365–376. https://doi.org/10.1177/0741932517738567

  • Olson, A., Leko, M. M., & Roberts, C. A. (2016). Providing students with severe disabilities access to the general education curriculum. Research and Practice for Persons with Severe Disabilities, 41(3), 143–157. https://doi.org/10.1177/1540796916651975

  • Olson, B., Mead, R., & Payne, D. (2002). A report of a standard setting method for alternate assessments for students with significant disabilities (Synthesis Report No. 47). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Synthesis47.html
  • Orellana, K. M. (2010). The influence of the Tennessee comprehensive assessment program-alternate portfolio assessment on the education of students with significant disabilities in Tennessee public schools (Publication No. 3404168) [Doctoral dissertation, Tennessee State University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/502235014
  • Orlando, A., & Ruppar, A. (2016). Literacy instruction for students with multiple and severe disabilities who use augmentative/alternative communication (CEEDAR Document No. IC-16). University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform (CEEDAR) Center. http://ceedar.education.ufl.edu/tools/innovation-configurations/

  • Orlando, A.-M., & de Valenzuela, J. S. (2018). Developing language and communication. In S. R. Copeland & E. B. Keefe (Eds.), Effective literacy instruction for learners with complex support needs (2nd ed., pp. 21–42). Paul H. Brookes.
  • Orr, A. C., & Conley, J. F. (2016). Mobile technology and differentiated learning: Meeting the needs of students with significant disabilities. In Information Resources Management Association (Ed.), Special and gifted education: Concepts, methodologies, tools, and applications: Vol. IV (pp. 2414–2429). Information Science Reference. https://doi.org/10.4018/978-1-5225-0034-6.ch107

  • Ostryn, C., Wolfe, P. S., & Rusch, F. R. (2008). A review and analysis of the Picture Exchange Communication System (PECS) for individuals with autism spectrum disorders using a paradigm of communication competence. Research and Practice for Persons with Severe Disabilities, 33(1), 13–24. https://doi.org/10.2511/rpsd.33.1-2.13

  • Ozen, A., Ergenekon, Y., & Ulke-Kurkcuoglu, B. (2017). Effects of using simultaneous prompting and computer-assisted instruction during small group instruction. Journal of Early Intervention, 39(3), 236–252. https://doi.org/10.1177/1053815117708998

  • O’Neill, T., Light, J., & Pope, L. (2018). Effects of interventions that include aided augmentative and alternative communication input on the communication of individuals with complex communication needs: A meta-analysis. Journal of Speech, Language, and Hearing Research, 61(7), 1743–1765. https://doi.org/10.1044/2018_JSLHR-L-17-0132