AA-AAAS Bibliography: Search

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793 results.
  • 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

  • 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

  • Browder, D. M., & Spooner, F. (2003). Alternate assessment. Applied Measurement in Education, 51–72.

  • Browder, D. M., . Y. Wakeman, S., Spooner, F., Ahlgrim‐Delzell, L., & Algozzine, B. (2006). Research on reading instruction for individuals with significant cognitive disabilities. Exceptional Children, 72(4), 392–408. https://doi.org/10.1177/001440290607200401

  • Browder, D. M., Ahlgrim-Delzell, L., Courtade, G. R., Gibbs, S. L., & Flowers, C. (2008). Evaluation of the effectiveness of an early literacy program for students with significant developmental disabilities. Exceptional Children, 75(1), 33–52. https://doi.org/10.1177/001440290807500102

  • Browder, D. M., Ahlgrim-Delzell, L., Flowers, C., Karvonen, M., Spooner, F., & Algozzine, R. (2005). How states implement alternate assessments for students with disabilities: Recommendations for national policy. Journal of Disability Policy Studies, 15(4), 209–220. https://doi.org/10.1177/10442073050150040301

  • Browder, D. M., Ahlgrim-Delzell, L., Pugalee, D. K., & Jimenez, B. A. (2006). Enhancing numeracy. In D. M. Browder & F. Spooner (Eds.), Teaching language arts, math and science to students with significant cognitive disabilities. Paul H. Brookes.

  • Browder, D. M., Ahlgrim‐Delzell, L., Spooner, F., Mims, P. J., & Baker, J. S. (2009). Using time delay to teach literacy to students with severe developmental disabilities. Exceptional Children, 75(3), 343–364. https://doi.org/10.1177/001440290907500305

  • Browder, D. M., Fallin, K., Davis, S., & Karvonen, M. (2003). Consideration of what may influence student outcomes on alternate assessment. Education and Training in Developmental Disabilities, 38(3), 255–270. http://www.daddcec.com/etadd.html

  • Browder, D. M., Flowers, C., & Wakeman, S. Y. (2008). Facilitating participation in assessments and the general curriculum: Level of symbolic communication classification for students with significant cognitive disabilities. Assessment in Education: Principles, Policy & Practice, 15(2), 137–151. https://doi.org/10.1080/09695940802164176