AA-AAAS Bibliography: Search

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920 results.
  • 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) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2593610674
  • Swanson, G. J. (2023). The relationship between collective teacher efficacy, teacher attitudes toward inclusion, and highly inclusive elementary schools (Publication No. 30420807) [Doctoral dissertation, Western Illinois University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2822176362
  • Sy, J. R., Donaldson, J. M., Vollmer, T. R., & Pizarro, E. (2014). An evaluation of factors that influence children’s instruction following. Journal of Applied Behavior Analysis, 47(1), 101–112. https://doi.org/10.1002/jaba.94

  • Tager-Flusberg, H., & Kasari, C. (2013). Minimally verbal school-aged children with autism spectrum disorder: The neglected end of the spectrum. Autism Research, 6(6), 468–478. https://doi.org/10.1002/aur.1329

  • Taub, D. A., McCord, J. A., & Ryndak, D. L. (2017). Opportunities to learn for students with extensive support needs: A context of research-supported practices for all in general education classes. The Journal of Special Education, 51(3), 127–137. https://doi.org/10.1177/0022466917696263

  • Taub, D., Apgar, J., Foster, M., Ryndak, D. L., Burdge, M. D., & Letson, S. (2020). Investigating the alignment between English language arts curricula developed for students with significant intellectual disability and the CCSS. Remedial and Special Education, 41(5), 284–295. https://doi.org/10.1177/0741932519843184

  • Taylor, D. B., Ahlgrim-Delzell, L., & Flowers, C. (2010). A qualitative study of teacher perceptions on using an explicit instruction curriculum to teach early reading skills to students with significant developmental disabilities. Reading Psychology, 31(6), 524–545. https://doi.org/10.1080/02702710903256569