AA-AAAS Bibliography: Search

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1223 results.
  • Nam, S. S., & Hwang, Y. S. (2016). Acquisition of picture exchange-based vs. signed mands and implications to teach functional communication skills to children with autism. The Journal of Special Education Apprenticeship, 5(2), article 1. https://doi.org/10.58729/2167-3454.1052
  • Nam, S., Kim, J., & Sparks, S. (2018). An overview of review studies on effectiveness of major AAC systems for individuals with developmental disabilities including autism. The Journal of Special Education Apprenticeship, 7(2), article 6. https://doi.org/10.58729/2167-3454.1071
  • Nash, B., Clark, A., Karvonen, M., & Brussow, J. (2016). 2016 standard setting: Science (Technical Report No. 16-03). University of Kansas, Center for Educational Testing and Evaluation. https://dynamiclearningmaps.org/publications
  • Nash, B., Kavitsky, E., & Clark, A. (2019). 2019 science standard setting: Grades 3 and 7. University of Kansas; Accessible Teaching, Learning, and Assessment Systems (ATLAS). https://dynamiclearningmaps.org/publications
  • Nasir-Tucktuck, M., Baker, J. N., More, C., & Spies, T. (2023). Effects of distributing trials in shared stories on listening comprehension and skill acquisition for students with significant cognitive disability. Education and Training in Autism and Developmental Disabilities, 58(2), 209–221. https://www.jstor.org/journal/eductraiautideve
  • National Center on Deafblindness, & Accessible Teaching, Learning, and Assessment Systems. (2022). CVI and other visual impairments in students with significant cognitive disabilities (NCDB/ATLAS Brief #2). Authors. https://www.nationaldb.org/info-center/students-significant-cognitive-disabilities-dual-sensory-loss/
  • National Center on Deafblindness, & Accessible Teaching, Learning, and Assessment Systems. (2022). Identifying dual sensory loss in students with the most significant cognitive disabilities (NCDB/ATLAS Brief #1). Authors. https://www.nationaldb.org/info-center/students-significant-cognitive-disabilities-dual-sensory-loss/
  • National Center on Deafblindness, & Accessible Teaching, Learning, and Assessment Systems. (2023). Identifying dual sensory loss in students with significant cognitive disabilities (NCDB/ATLAS Brief #3). Authors. https://www.nationaldb.org/info-center/students-significant-cognitive-disabilities-dual-sensory-loss/
  • Nehler, C., Clark, A., & Karvonen, M. (2019). White Paper: Considerations for measuring academic growth on Dynamic Learning Maps® (DLM®) alternate assessments. University of Kansas; Center for Accessible Teaching, Learning, and Assessment Systems (ATLAS). https://dynamiclearningmaps.org/publications
  • Nelson, J. A. (2019). An investigation of the effectiveness of TouchMath on mathematics achievement for students with the most significant cognitive disabilities (Publication No. 13860349) [Doctoral dissertation, Kansas State University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2288064787

  • Nolet, V., & McLaughlin, M. J. (2005). Accessing the general curriculum: Including students with disabilities in standards-based reform. Corwin Press.

  • 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., & Williams, K. (2021). Becoming a solution-oriented AAC provider. In B. T. Ogletree (Ed.), Augmentative and alternative communication: Challenges and solutions (pp. 369–381). Plural.

  • 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