AA-AAAS Bibliography: Search
Spooner, F., & Browder, D. M. (2015). Raising the bar: Significant advances and future needs for promoting learning for students with severe disabilities. Remedial and Special Education, 36(1), 28–32. https://doi.org/10.1177/0741932514555022
Spooner, F., & Brown, F. (2011). Educating students with significant cognitive disabilities: Historical overview and future projections. In J. M. Kauffman & D. P. Hallahan (Eds.), Handbook of special education (1st ed., pp. 503–515). Routledge.
Spooner, F., & Brown, F. (2017). Educating students with significant cognitive disabilities: Historical overview and future projections. In J. M. Kauffman, D. P. Hallahan, & P. C. Pullen (Eds.), Handbook of special education (2nd ed., pp. 617–631). Routledge.
Spooner, F., Ahlgrim-Delzell, L., Kohprasert, K., Baker, J., & Courtade, G. (2008). Content analysis of science performance indicators in alternate assessment. Remedial and Special Education, 29(6), 343–351. https://doi.org/10.1177/0741932507313014
Spooner, F., Di Biase, W., & Courtade-Little, G. (2006). Science standards and functional skills: Finding the links. In D. M. Browder & F. Spooner (Eds.), Teaching language arts, math and science to students with significant cognitive disabilities (pp. 229–243). Paul H. Brookes.
Spooner, F., Dymond, S. K., Smith, A., & Kennedy, C. H. (2006). What we know and need to know about accessing the general curriculum for students with significant cognitive disabilities. Research and Practice for Persons with Severe Disabilities, 31(4), 277–283. https://doi.org/10.1177/154079690603100401
Spooner, F., Kemp-Inman, A., Ahlgrim‐Delzell, L., Wood, L., & Davis, L. L. (2015). Generalization of literacy skills through portable technology for students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 40(1), 52–70. https://doi.org/10.1177/1540796915586190
Spooner, F., Knight, V. F., Browder, D. M., & Smith, B. R. (2012). Evidence-based practice for teaching academics to students with severe developmental disabilities. Remedial and Special Education, 33(6), 374–387. https://doi.org/10.1177/0741932511421634
Spooner, F., Knight, V., Browder, D., Jimenez, B., & Dibiase, W. (2011). Evaluating evidence-based practice in teaching science content to students with severe developmental disabilities. Research and Practice for Persons with Severe Disabilities, 36(1), 62–75. https://doi.org/10.2511/rpsd.36.1-2.62
Spooner, F., McKissick, B. R., & Knight, V. F. (2017). Establishing the state of affairs for evidence-based practices in students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 42(1), 8–18. https://doi.org/10.1177/1540796916684896
Spooner, F., Root, J. R., Saunders, A. F., & Browder, D. M. (2019). An updated evidence-based practice review on teaching mathematics to students with moderate and severe developmental disabilities. Remedial and Special Education, 40(3), 150–165. https://doi.org/10.1177/0741932517751055
Spooner, F., Saunders, A., Root, J., & Brosh, C. (2017). Promoting access to Common Core mathematics for students with severe disabilities through mathematical problem solving. Research and Practice for Persons with Severe Disabilities, 42(3), 171–186. https://doi.org/10.1177/1540796917697119
Starcic, A. I., Cotic, M., & Zajc, M. (2013). Design-based research on the use of a tangible user interface for geometry teaching in an inclusive classroom. British Journal of Educational Technology, 44(5), 729–744. https://doi.org/10.1111/j.1467-8535.2012.01341.x
Stasolla, F., & Passaro, A. (2020). Enhancing life skills of children and adolescents with autism spectrum disorder and intellectual disabilities through technological supports: A selective overview. In T. Wadhera & D. Kakkar (Eds.), Interdisciplinary approaches to altering neurodevelopmental disorders (pp. 41–62). IGI Global. https://doi.org/10.4018/978-1-7998-3069-6.ch004
Stenhoff, D. M., Pennington, R. C., & Tapp, M. C. (2020). Distance education support for students with Autism Spectrum Disorder and complex needs during COVID-19 and school closures. Rural Special Education Quarterly, 39(4), 211–219. https://doi.org/10.1177/8756870520959658
Stevens, M. A., & Burns, M. K. (2021). Practicing keywords to increase reading performance of students with intellectual disability. American Journal on Intellectual and Developmental Disabilities, 126(3), 230–248. https://doi.org/10.1352/1944-7558-126.3.230
Stockall, N., & Smith, R. E. (2013). Alternative assessment portfolios for students with intellectual disabilities: A case study. Exceptionality, 21(3), 127–146. https://doi.org/10.1080/09362835.2013.771557
- Storie, S. O., Coogle, C. G., & Rahn, N. L. (2022). Technology-enhanced dialogic reading experiences for children with developmental disabilities. Journal of Special Education Technology, 37(2), 327–335. https://doi.org/10.1177/0162643421999004
Sugasawara, H., & Yamamoto, J. (2007). Computer-based teaching of word construction and reading in two students with developmental disabilities. Behavioral Interventions, 22(4), 263–277. https://doi.org/10.1002/bin.248
Swan, S. R. (2021). The impact of a synchronization-based movement intervention on behavior for students with low-functioning autism: A qualitative case study (Publication No. 28718252) [Northcentral University]. ProQuest Dissertations and Theses Global.