AA-AAAS Bibliography: Search

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920 results.
  • 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. https://www.jstor.org/journal/eductraiautideve

  • 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. https://www.proquest.com/docview/2454194853

  • 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. https://www.proquest.com/docview/304715026

  • 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. https://www.jstor.org/journal/eductraiautideve

  • 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.

  • 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