AA-AAAS Bibliography: Search

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1237 results.
  • 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

  • Plotner, A. J., & Diamond, S. K. (2017). How vocational rehabilitation transition specialists influence curricula for students with severe disabilities. Rehabilitation Counseling Bulletin, 60(2), 88–97. https://doi.org/10.1177/0034355215626699

  • Powell, R., Schultz, J., Harvey, R., & Meaux, A. (2024). Maximizing student outcomes in schools: Data-driven individualized education program goals and objectives aligned to the standards. Language, Speech, and Hearing Services in Schools, 55(2), 303–322. https://doi.org/10.1044/2023_LSHSS-23-00082
  • Praska, B. A. (2022). Implementation of tiered systems of support at secondary schools in Minnesota (Publication No. 29167669) [Doctoral dissertation, Bethel University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2663492734

  • Prest, J. M., Mirenda, P., & Mercier, D. (2010). Using symbol-supported writing software with students with Down syndrome: An exploratory study. Journal of Special Education Technology, 25(2), 1–12. https://doi.org/10.1177/016264341002500201

  • Proctor, L. A., & Wang, Y. (2016). Using iPads and mobile technology for children with developmental disabilities: Facilitating language and literacy development. In Information Resources Management Association (Ed.), Special and gifted education: Concepts, methodologies, tools, and applications: Vol. I (pp. 268–301). Information Science Reference. https://doi.org/10.4018/978-1-5225-0034-6.ch012

  • Qian, X., Johnson, D. R., Wu, Y.-C., LaVelle, J., Thurlow, M. L., & Davenport, E. (2020). Parents’ postsecondary education expectations for students with autism, intellectual disability, and multiple disabilities: Findings from NLTS 2012. Research and Practice for Persons with Severe Disabilities, 45(4), 256–270. https://doi.org/10.1177/1540796920962423
  • Quanbeck, M., Lazarus, S. S., & Thurlow, M. L. (2023). 2021–22 participation guidelines and definitions for alternate assessments based on alternate academic achievement standards (NCEO Report No. 440). National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Report440/default.htm

  • Quenemoen, M., Perie, M., & Kearns, J. (2010). Scoring alternate assessments based on alternate achievement standards: A proposed typology of AA-AAS scoring practices. University of Kentucky, National Alternate Assessment Center. http://www.naacpartners.org/publications/ScoringTypology.pdf

  • Quenemoen, M., Quenemoen, R., Kearns, J., & Kennedy, S. (2010). A proposed typology for characterizing states’ AA-AAS: Developing a common vocabulary to describe these assessments. University of Kentucky, National Alternate Assessment Center. http://www.naacpartners.org/publications/ApproachTypology.pdf