AA-AAAS Bibliography: Search

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856 results.
  • Toews, S. G., McQueston, J., & Kurth, J. A. (2021). Evaluation of the evidence base for shared reading to support literacy skill development for students with extensive support needs. Research and Practice for Persons with Severe Disabilities, 46(2), 77–93. https://doi.org/10.1177/15407969211008531

  • Tomaino, M. A. E., Greenberg, A. L., Kagawa-Purohit, S. A., Doering, S. A., & Miguel, E. S. (2022). An assessment of the feasibility and effectiveness of distance learning for students with severe developmental disabilities and high behavioral needs. Behavior Analysis in Practice, 15, 243–259. https://doi.org/10.1007/s40617-020-00549-1

  • Towles-Reeves, E. (2008). Alternate assessments based on alternate achievement standards for students with the most significant disabilities: Principals’ perceptions (Publication No. 3298876) [Doctoral dissertation, University of Kentucky]. ProQuest Dissertations and Theses Global.

  • Towles-Reeves, E. (2008). Alternate assessments: Leaving no child behind amid standards-based reform. In R. C. Johnson & R. E. Mitchell (Eds.), Testing deaf students in an age of accountability (pp. 76–91). Washington, DC.

  • Towles-Reeves, E., & Kleinert, H. (2006). The impact of one state’s alternate assessment upon instruction and IEP development. Rural Special Education Quarterly, 25(3), 31–39. https://doi.org/10.1177/875687050602500305

  • Towles-Reeves, E., Garrett, B., Burdette, P. J., & Burdge, M. (2006). Validation of large-scale alternate assessment systems and their influence on instruction - What are the consequences? Assessment for Effective Intervention, 31(3), 45–57. https://doi.org/10.1177/073724770603100304

  • Towles-Reeves, E., Kearns, J., Kleinert, H., & Kleinert, J. (2009). An analysis of the learning characteristics of students taking alternate assessments based on alternate achievement standards. The Journal of Special Education, 42(4), 241–254. https://doi.org/10.1177/0022466907313451

  • Towles-Reeves, E., Kleinert, H., & Anderman, L. (2008). Alternate assessments based on alternate achievement standards: Principals’ perceptions. Research and Practice for Persons with Severe Disabilities, 33(3), 122–133. https://doi.org/10.2511/rpsd.33.3.122

  • Towles-Reeves, E., Kleinert, H., & Muhomba, M. (2009). Alternate assessment: Have we learned anything new? Exceptional Children, 75(2), 233–252. https://doi.org/10.1177/001440290907500206

  • Trela, K., Jimenez, B. A., & Browder, D. M. (2008). Teaching to the standards in mathematics: A literacy-based approach for students with moderate and severe disabilities. Attainment Company.

  • Turner, M., Baldwin, L., Kleinert, H. L., & Kearns, J. F. (2000). An examination of the concurrent validity of Kentucky’s alternate assessment system. The Journal of Special Education, 34(2), 69–76. https://doi.org/10.1177/002246690003400202

  • Tzanakaki, P., Hastings, R. P., Grindle, C. F., Hughes, J. C., & Hoare, Z. (2014). An individualized numeracy curriculum for children with intellectual disabilities: A single blind pilot randomized controlled trial. Journal of Developmental and Physical Disabilities, 26(5), 615–632. https://doi.org/10.1007/s10882-014-9387-z

  • Udvari-Solner, A., Bouchard, K. A., & Harell, K. (2017). Instructing students with severe and multiple disabilities in inclusive classrooms. In F. P. Orelove, D. Sobsey, & D. L. Gilles (Eds.), Educating students with severe and multiple disabilities: A collaborative approach (5th ed., pp. 351–405). Paul H. Brookes.

  • Vaughan, V. (2019). A case study: Exploring parents’ and teachers’ perceptions of adaptive behavior instruction to determine their contribution to quality of life for students with complex disabilities in a Delaware specialized school (Publication No. 13810740) [Doctoral dissertation, Drexel University]. ProQuest Dissertations and Theses Global.

  • Vélez-Coto, M., Rodríguez-Fórtiz, M. J., Rodriguez-Almendros, M. L., Cabrera-Cuevas, M., Rodríguez-Domínguez, C., Ruiz-López, T., Burgos-Pulido, Á., Garrido-Jiménez, I., & Martos-Pérez, J. (2017). SIGUEME: Technology-based intervention for low-functioning autism to train skills to work with visual signifiers and concepts. Research in Developmental Disabilities, 64, 25–36. https://doi.org/10.1016/j.ridd.2017.02.008

  • Waddington, H., van der Meer, L., Carnett, A., & Sigafoos, J. (2017). Teaching a child with ASD to approach communication partners and use a speech-generating device across settings: Clinic, school, and home. Canadian Journal of School Psychology, 32(3), 228–243. https://doi.org/10.1177/0829573516682812

  • Wagner, S., Cameto, R., & Haertel, G. (2011). Alternate assessment design -- Mathematics. Technical report 10: Summary of task and item try-outs. SRI International. http://alternateassessmentdesign.sri.com/documents/Summary_of_TaskandItemTry_112811.pdf

  • Wakeman, S. Y., Browder, D. M., Meier, I., & McColl, A. (2007). The implications of No Child Left Behind for students with developmental disabilities. Mental Retardation and Developmental Disabilities Research Reviews, 13(2), 143–150. https://doi.org/10.1002/mrdd.20147

  • Wakeman, S. Y., Flowers, C., & Browder, D. M. (2014). Delivering alternate assessment and student progress monitoring in inclusive schools. In J. McLeskey, N. L. Waldron, F. Spooner, & B. Algozzine (Eds.), Handbook of effective inclusive schools: Research and practice (pp. 363–376). Routledge.

  • Wakeman, S., Karvonen, M., & Ahumada, A. (2013). Changing instruction to increase achievement for students with moderate to severe intellectual disabilities. TEACHING Exceptional Children, 46(2), 6–13. https://doi.org/10.1177/004005991304600201