AA-AAAS Bibliography: Search

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856 results.
  • Bonanni, J. M. (2018). The effect of project-based poetry writing intervention on writing attitudes among students with severe learning disabilities. The Graduate Review, 3(1), 8–22. https://vc.bridgew.edu/grad_rev/

  • Borgestig, M., Al Khatib, I., Masayko, S., & Hemmingsson, H. (2021). The impact of eye-gaze controlled computer on communication and functional independence in children and young people with complex needs—A multicenter intervention study. Developmental Neurorehabilitation, 24(8), 511–524. https://doi.org/10.1080/17518423.2021.1903603

  • Bouck, E. (2012). Secondary students with moderate/severe intellectual disability: Considerations of curriculum and post-school outcomes from the National Longitudinal Transition Study-2. Journal of Intellectual Disability Research, 56(12), 1175–1186. https://doi.org/10.1111/j.1365-2788.2011.01517.x

  • 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

  • Bouck, E., Long, H., & Jakubow, L. (2022). Teaching division online to students via a virtual manipulative instructional sequence. Education and Training in Autism and Developmental Disabilities, 57(1), 16–30. http://www.daddcec.com/etadd.html
  • 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.

  • Brady, L. B. (2022). Quantitative analysis of classroom communication environments for learners with deafblindness. The Journal of Special Education, 56(2), 85–96. https://doi.org/10.1177/00224669211041395
  • 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