AA-AAAS Bibliography: Search

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1128 results.
  • Roach, A. T. (2005). The Wisconsin Alternate Assessment for students with disabilities: Influences on student performance and stakeholder satisfaction (Publication No. 3175393) [Doctoral dissertation, The University of Wisconsin—Madison]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/305380558
  • Roach, A. T. (2006). Influences on parent perceptions of an alternate assessment for students with severe cognitive disabilities. Research and Practice for Persons with Severe Disabilities, 31(3), 267–274. https://doi.org/10.1177/154079690603100306

  • Roach, A. T., & Elliott, S. N. (2004). Alignment analysis and standard-setting procedures for alternate assessment (WCER Working Paper No. 2004–1). Wisconsin Center for Education Research, University of Wisconsin. http://www.wcer.wisc.edu/publications/workingPapers/Working_Paper_No_2004_1.pdf

  • Roach, A. T., & Elliott, S. N. (2006). The influence of access to general education curriculum on alternate assessment performance of students with significant cognitive disabilities. Educational Evaluation and Policy Analysis, 28(2), 181–194. https://doi.org/10.3102/01623737028002181

  • Roach, A. T., Elliott, S. N., & Berndt, S. (2007). Teacher perceptions and the consequential validity of an alternate assessment for students with significant cognitive disabilities. Journal of Disability Policy Studies, 18(3), 168–175. https://doi.org/10.1177/10442073070180030501

  • Roach, A. T., Elliott, S. N., & Webb, N. L. (2003). Alignment analysis and content validity of the Wisconsin alternate assessment for students with disabilities (WCER Working Paper No. 2003–2). Wisconsin Center for Education Research, University of Wisconsin. http://www.wcer.wisc.edu/Publications/workingPapers/Working_Paper_No_2003_2.pdf

  • Roach, A. T., Elliott, S. N., & Webb, N. L. (2005). Alignment of an alternate assessment with state academic standards: Evidence for the content validity of the Wisconsin alternate assessment. The Journal of Special Education, 38(4), 218–231. https://doi.org/10.1177/00224669050380040301

  • Roberts, C. A., Leko, M. M., & Wilkerson, K. L. (2013). New directions in reading instruction for adolescents with significant cognitive disabilities. Remedial and Special Education, 34(5), 305–317. https://doi.org/10.1177/0741932513485447

  • Roberts, C. A., Ruppar, A. L., & Olson, A. J. (2018). Perceptions matter: Administrators’ vision of instruction for students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 43(1), 3–19. https://doi.org/10.1177/1540796917743931

  • Roberts, C. A., Tandy, J., Kim, S. Y., & Meyer, N. (2020). A multi-component literacy intervention with science expository text for students with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 55(4), 382–397. https://www.jstor.org/journal/eductraiautideve
  • Roberts, J. E., Schaaf, J. M., Skinner, M., Wheeler, A., Hooper, S., Hatton, D. D., & Bailey, D. B. (2005). Academic skills of boys with Fragile X syndrome: Profiles and predictors. American Journal on Mental Retardation, 110(2), 107–120. https://doi.org/10.1352/0895-8017(2005)110<107:ASOBWF>2.0.CO;2

  • Robertson, C. E., Spooner, F., Wood, C. L., & Pennington, R. C. (2021). Color-coding print versus digital technology to teach functional community knowledge to rural students with autism and complex communication needs. Rural Special Education Quarterly, 40(4), 180–190. https://doi.org/10.1177/87568705211032378

  • Robertson, P., McCaleb, K. N., & McFarland, L. A. (2022). Preparing all educators to serve students with extensive support needs: An interdisciplinary approach. The New Educator, 18(1–2), 87–109. https://doi.org/10.1080/1547688X.2022.2055248
  • Robinson-Madden, S. (2020). Teaching strategies leading to success in self-contained classrooms (Publication No. 28716889) [Doctoral dissertation, Nova Southeastern University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2572572477
  • Roden, M. R. (2011). The impact of alternate assessment on teaching and learning for students with significant cognitive disabilities (Publication No. 3479265) [Doctoral dissertation, University of Illinois at Urbana-Champaign]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/901259237
  • Rodgers, D. B., & Loveall, S. J. (2023). Writing interventions for students with intellectual and developmental disabilities: A meta-analysis. Remedial and Special Education, 44(3), 239–252. https://doi.org/10.1177/07419325221108896
  • Rodgers, D. B., King, S. A., Martin, G., & Lemons, C. J. (2024). Assessing the criterion validity of curriculum-based measures for children with intellectual disabilities. The Journal of Special Education, 57(4), 230–239. https://doi.org/10.1177/00224669231166915
  • Roeber, E. (2002). Setting standards on alternate assessments (Synthesis Report No. 42). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Synthesis42.html
  • Rogers, C. M., Thurlow, M. L., & Lazarus, S. S. (2015). Science alternate assessments based on alternate achievement standards (AA-AAS) during school year 2014–2015 (Synthesis Report 99). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Synthesis99/default.html
  • Rogers, W., & Johnson, N. (2018). Strategies to include students with severe/multiple disabilities within the general education classroom. Physical Disabilities: Education and Related Services, 37(2), 1–12. https://doi.org/10.14434/pders.v37i2.24881