AA-AAAS Bibliography: Search

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1135 results.
  • 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

  • Root, J. R., & Browder, D. M. (2019). Algebraic problem solving for middle school students with autism and intellectual disability. Exceptionality, 27(2), 118–132. https://doi.org/10.1080/09362835.2017.1394304

  • Root, J. R., Cox, S. K., & Gonzalez, S. (2019). Using modified schema-based instruction with technology-based supports to teach data analysis. Research and Practice for Persons with Severe Disabilities, 44(1), 53–68. https://doi.org/10.1177/1540796919833915

  • Root, J. R., Cox, S. K., & McConomy, M. A. (2022). Teacher-implemented modified schema-based instruction with middle-grade students with autism and intellectual disability. Research and Practice for Persons with Severe Disabilities, 47(1), 40–56. https://doi.org/10.1177/15407969221076147

  • Root, J. R., Cox, S. K., Davis, K., & Hammons, N. (2020). Contextualizing mathematical problem-solving instruction for secondary students with extensive support needs: A systematic replication. Research and Practice for Persons with Severe Disabilities, 45(4), 241–255. https://doi.org/10.1177/1540796920949448

  • Root, J. R., Cox, S. K., Gilley, D., & Wade, T. (2021). Using a virtual-representational-abstract integrated framework to teach multiplicative problem solving to middle school students with developmental disabilities. Journal of Autism and Developmental Disorders, 51, 2284–2296. https://doi.org/10.1007/s10803-020-04674-2

  • Root, J. R., Cox, S. K., Hammons, N., Saunders, A. F., & Gilley, D. (2018). Contextualizing mathematics: Teaching problem solving to secondary students with intellectual and developmental disabilities. Intellectual and Developmental Disabilities, 56(6), 442–457. https://doi.org/10.1352/1934-9556-56.6.442

  • Root, J. R., Cox, S. K., Saunders, A., & Gilley, D. (2020). Applying the universal design for learning framework to mathematics instruction for learners with extensive support needs. Remedial and Special Education, 41(4), 194–206. https://doi.org/10.1177/0741932519887235

  • Root, J. R., Ingelin, B., & Cox, S. K. (2021). Teaching mathematical word problem solving to students with autism spectrum disorder: A best-evidence synthesis. Education and Training in Autism and Developmental Disabilities, 56(4), 420–436. https://www.jstor.org/journal/eductraiautideve

  • Root, J. R., Jimenez, B., & Saunders, A. (2022). Leveraging the UDL framework to plan grade-aligned mathematics in inclusive settings. Inclusive Practices, 1(1), 13–22. https://doi.org/10.1177/20503121211000912

  • Root, J. R., Knight, V. F., & Mims, P. J. (2017). A guide to addressing multiple priorities in core content instruction for students with severe disabilities. Career Development and Transition for Exceptional Individuals, 40(1), 56–61. https://doi.org/10.1177/2165143416680997

  • Root, J. R., Lindström, E. R., Gilley, D., & Chen, R. (2023). Impact of the COVID-19 pandemic on instructional experiences of students with intellectual and developmental disability. The Journal of Special Education, 57(3), 162–170. https://doi.org/10.1177/00224669231151914
  • Root, J., Saunders, A., Jimenez, B., & Gilley, D. (2023). Essential components for math instruction: Considerations for students with extensive support needs. TEACHING Exceptional Children, 56(1), 34–43. https://doi.org/10.1177/00400599221120882
  • Root, J., Saunders, A., Jimenez, B., & Gilley, D. (2023). Essential components for math instruction: Considerations for students with extensive support needs. TEACHING Exceptional Children, 56(1), 34–43. https://doi.org/10.1177/00400599221120882
  • Rossetti, Z., Lehr, D., Shaheen, T., Baulier, K., Burnette, K., & Taub, D. (2023). Parent perceptions of remote instruction for students with extensive support needs. Research and Practice for Persons with Severe Disabilities, 48(1), 41–58. https://doi.org/10.1177/15407969231154166
  • Ruble, L., McGrew, J., Dale, B., & Yee, M. (2022). Goal attainment scaling: An idiographic measure sensitive to parent and teacher report of IEP goal outcome assessment for students with ASD. Journal of Autism and Developmental Disorders, 52(8), 3344–3352. https://www.springer.com/journal/10803
  • Ruhter, L. (2022). Using the UDL framework in inquiry-based science teaching to support students with extensive support needs in inclusive classrooms. Inclusive Practices, 1(4), 139–146. https://doi.org/10.1177/27324745221093766