AA-AAAS Bibliography: Search
Bouck, E. C. (2017). Understanding participation: Secondary students with Autism Spectrum Disorder and the accountability system. Education and Training in Developmental Disabilities, 52(2), 132–143. http://www.daddcec.com/etadd.html
Bouck, E. C., & Flanagan, S. M. (2016). Exploring assistive technology and post-school outcomes for students with severe disabilities. Disability and Rehabilitation: Assistive Technology, 11(8), 645–652. https://doi.org/10.3109/17483107.2015.1029537
Bouck, E. C., & Long, H. (2021). Assistive technology for students with disabilities: An updated snapshot. Journal of Special Education Technology, 36(4), 249–257. https://doi.org/10.1177/0162643420914624
Bouck, E. C., & Park, J. (2020). App-based manipulatives and the system of least prompts to support acquisition, maintenance, and generalization of adding integers. Education and Training in Autism and Developmental Disabilities, 55(2), 158–172. http://www.daddcec.com/etadd.html
Bouck, E. C., Bartz, K., & Costello, M. P. (2021). Transition planning involvement and students with intellectual disability: Findings from the NLTS 2012. Education and Training in Autism and Developmental Disabilities, 56(2), 173–189. http://www.daddcec.com/etadd.html
Bouck, E., & Joshi, G. S. (2015). Does curriculum matter for secondary students with Autism Spectrum Disorders: Analyzing the NLTS2. Journal of Autism and Developmental Disorders, 45(5), 1204–1212. https://doi.org/10.1007/s10803-014-2281-9
Bowman, J. A., McDonnell, J., Ryan, J. H., & Fudge-Coleman, O. (2019). Effective mathematics instruction for students with moderate and severe disabilities: A review of the literature. Focus on Autism and Other Developmental Disabilities, 34(4), 195–204. https://doi.org/10.1177/1088357619827932
Bowman, J. A., McDonnell, J., Ryan, J., Coleman, O. F., Conradi, L. A., & Eichelberger, C. (2020). Effects of general education teacher-delivered embedded instruction to teach students with intellectual disability to solve word problems. Education and Training in Autism and Developmental Disabilities, 55(3), 318–331. http://www.daddcec.com/etadd.html
Boyd, T. K., Barnett, J. E. H., & More, C. M. (2015). Evaluating iPad technology for enhancing communication skills of children with autism spectrum disorders. Intervention in School and Clinic, 51(1), 19–27. https://doi.org/10.1177/1053451215577476
Bradford, P. K. (2021). A qualitative study of programs including students with complex support needs in the general education curriculum (Publication No. 28317520) [Doctoral dissertation, The George Washington University]. ProQuest Dissertations and Theses Global.
Brelinsky, S. (2019). Educator attitudes, challenges, and best practices when including students with significant disabilities in the regular education setting (Publication No. 10934449) [Doctoral dissertation, College of Saint Elizabeth]. ProQuest Dissertations and Theses Global.
Britt, A. P. (2015). Improving the comprehension of students with significant developmental disabilities: Systematic instruction on the steps for completing and using a graphic organizer (Publication No. 10031791) [Doctoral dissertation, George Mason University]. ProQuest Dissertations and Theses Global. http://digilib.gmu.edu/jspui/handle/1920/10150
Brock, M. E., & Carter, E. W. (2013). A systematic review of paraprofessional-delivered educational practices to improve outcomes for students with intellectual and developmental disabilities. Research and Practice for Persons with Severe Disabilities, 38(4), 211–221. https://doi.org/10.1177/154079691303800401
Brock, M. E., Biggs, E. E., Carter, E. W., Cattey, G. N., & Raley, K. S. (2016). Implementation and generalization of peer support arrangements for students with severe disabilities in inclusive classrooms. The Journal of Special Education, 49(4), 221–232. https://doi.org/10.1177/0022466915594368
Brock, M. E., Seaman, R. L., & Downing, C. (2017). Promoting learning for a student with a severe disability through paraprofessional training. Research and Practice for Persons with Severe Disabilities, 42(4), 211–224. https://doi.org/10.1177/1540796917729682
Brock, M. E., Seaman, R. L., & Gatsch, A. L. (2018). Efficacy of video modeling and brief coaching on teacher implementation of an evidence-based practice for students with severe disabilities. Journal of Special Education Technology, 33(4), 259–269. https://doi.org/10.1177/0162643418770639
Brosh, C. R. (2018). Effects of a multi-component intervention package on academic skills for students with severe disabilities (Publication No. 10791865) [Doctoral dissertation, The University of North Carolina at Charlotte]. ProQuest Dissertations and Theses Global.
Brosh, C. R., Root, J. R., Saunders, A. F., Spooner, F., & Fisher, L. B. (2018). Embedding literacy in mathematics problem solving instruction for learners with intellectual and developmental disability. Inclusion, 6(2), 81–96. https://doi.org/10.1352/2326-6988-6.2.81
Browder, D. M. (2001). Curriculum and assessment for students with moderate and severe disabilities. American Institutes for Research.
Browder, D. M., & Cooper-Duffy, K. (2003). Evidence-based practices for students with severe disabilities and the requirement for accountability in “No Child Left Behind.” The Journal of Special Education, 37(3), 157–163. https://doi.org/10.1177/00224669030370030501