AA-AAAS Bibliography: Search

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1223 results.
  • Paynter, J., Sulek, R., Trembath, D., & Keen, D. (2022). Preliminary finding for using weight-of-evidence graphical information sheets with teachers to correct misinformation about autism practices (Brief Report). Journal of Autism and Developmental Disorders, 52(8), 3734–3739. https://doi.org/10.1007/s10803-021-05231-1
  • Pearson, J. M. (2018). Special educators’ math instruction for high school students with significant intellectual disabilities (Publication No. 10956903) [Doctoral dissertation, University of Illinois at Chicago]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2085355148
  • Pearson, J. N., Stewart-Ginsburg, J. H., & Hopkins, S. L. (2023). Collaborate with families to support student learning and secure needed services. In R. Pennington, M. J. Ault, G. Courtade, J. M. Jameson, & A. Ruppar (Eds.), High leverage practices and students with extensive support needs (pp. 25–38). Routledge; Council for Exceptional Children. https://doi.org/10.4324/9781003175735-4

  • Pearson, M., Clavenna-Deane, B., & Carter, K. S. (2015). Job attitudes of special educators related to inclusion of students with significant disabilities. International Journal of Special Education, 30(2), 1–13. http://www.internationaljournalofspecialeducation.com

  • Pennington, R. C. (2016). Write on! Using assistive technology and systematic instruction to teach sentence writing to students with moderate to severe disability. Journal of Special Education Technology, 31(1), 50–57. https://doi.org/10.1177/0162643416633336

  • Pennington, R. C., & Delano, M. E. (2012). Writing instruction for students with autism spectrum disorders: A review of literature. Focus on Autism and Other Developmental Disabilities, 27(3), 158–167. https://doi.org/10.1177/1088357612451318

  • Pennington, R. C., Pinczynski, M., & Davis, K. (2023). Using technology to enhance learning for students with extensive support needs. In J. P. Bakken & F. E. Obiakor (Eds.), Using technology to enhance special education (Vol. 37, pp. 125–141). Emerald. https://doi.org/10.1108/S0270-401320230000037008
  • Pennington, R. C., Stanger, C., Mims, P. J., Kirkman, C., Aldridge, S., Stanley, M., & Chapman, S. (2021). A pilot investigation of an autonomous technology-based Instructional program for teaching sentence construction to students with extensive support needs. Journal of Special Education Technology, 36(1), 18–28. https://doi.org/10.1177/0162643419879767
  • Pennington, R., & Delano, M. (2014). Teaching written expression to students with moderate to severe disabilities. In D. Browder & F. Spooner (Eds.), More language arts, math, and science for students with severe disabilities (pp. 127–145). Paul H. Brookes. https://brookespublishing.com
  • Pennington, R., & Travers, J. (2024). Telos of special education for students with severe disabilities. Exceptionality, 32(2), 131–144. https://doi.org/10.1080/09362835.2024.2301824
  • Pennington, R., Courtade, G., Ault, M. J., & Delano, M. (2016). Five essential features of quality educational programs for students with moderate and severe intellectual disability: A guide for administrators. Education and Training in Autism and Developmental Disabilities, 51(3), 294–306. https://www.jstor.org/journal/eductraiautideve
  • Pennington, R., Tapp, M., & Enriquez, J. S. (2023). Provide positive and constructive feedback to guide students’ learning and behavior. In R. Pennington, M. J. Ault, G. Courtade, J. M. Jameson, & A. Ruppar (Eds.), High leverage practices and students with extensive support needs (pp. 95–106). Routledge; Council for Exceptional Children. https://doi.org/10.4324/9781003175735-9
  • Perie, M. (2007). Setting alternate achievement standards. University of Kentucky, National Alternate Assessment Center. http://www.edmeasurement.net/8225/Perie-2007-alternate-achievement-standards.pdf

  • Perie, M., & Thurlow, M. (2012). Setting achievement standards on assessments for students with disabilities. In G. J. Cizek (Ed.), Setting performance standards: Foundations, methods, and innovations (2nd ed., pp. 347–377). Routledge.

  • Perner, D. E. (2007). No Child Left Behind: Issues of assessing students with the most significant cognitive disabilities. Education and Training in Developmental Disabilities, 42(3), 243–251. https://www.jstor.org/journal/eductraidevedisa

  • Petersen, A. (2016). Perspectives of special education teachers on general education curriculum access: Preliminary results. Research and Practice for Persons with Severe Disabilities, 41(1), 19–35. https://doi.org/10.1177/1540796915604835

  • Peterson, J. M., Borders, C. M., & Ely, M. S. (2023). Prevalence of educationally significant disabilities among deaf and hard of hearing students. American Annals of the Deaf, 167(5), 583–596. https://doi.org/10.1353/aad.2023.0001
  • Phillips, G. W., Danielson, L., & Wright, L. (2009). Psychometric advances in alternate assessments. American Institutes for Research. https://www.air.org/resource/report/psychometric-advances-alternate-assessment
  • Pitt, A. (2020). Considering visual stimuli as an active ingredient in vocabulary interventions with children on the autism spectrum: Evidence from a scoping review (Publication No. 28029346) [Doctoral dissertation, University of Kansas]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2458094705
  • Platten, A. H. (2014). Meaningful access to the common core for high school students with significant cognitive disabilities (Publication No. 3680871) [Doctoral dissertation, University of Southern California]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1654779339