AA-AAAS Bibliography: Search

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1255 results.
  • 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

  • Pullen, N., & West, E. A. (2016). Accessing academic instruction with iPads for secondary learners with low-incidence disabilities. Division on Autism and Developmental Disabilities (DADD) Online Journal, 3(1), 77–94. https://daddcec.com/publications/dadd-online-journal
  • 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

  • Quenemoen, R. (2008). A brief history of alternate assessments based on alternate achievement standards (Synthesis Report No. 68). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Synthesis68/index.htm

  • Quenemoen, R. (2009). Students with disabilities: Expectations, academic achievement, and the critical role of inclusive standards-based assessment in improving outcomes. In L. M. Pinkus (Ed.), Meaningful measurement: The role of assessments in improving high school education in the twenty-first century (pp. 157–181). Alliance for Excellent Education.

  • Quenemoen, R. F. (2009). The long and winding road of alternate assessments: Where we started, where we are now, and the road ahead. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 127–153). Paul H. Brookes.
  • Quenemoen, R., Flowers, R., & Forte, E. (2014). The curriculum, instruction, and assessment pieces of the student achievement puzzle. In D. Browder & F. Spooner (Eds.), More language arts, math, and science for students with severe disabilities (pp. 237–254). https://brookespublishing.com
  • Quenemoen, R., Kearns, J., Quenemoen, M., Flowers, C., & Kleinert, H. (2010). Common misperceptions and research-based recommendations for alternate assessment based on alternate achievement standards (Synthesis Report No. 73). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Synthesis73/default.htm
  • Quenemoen, R., Rigney, S., & Thurlow, M. (2002). Use of alternate assessment results in reporting and accountability systems: Conditions for use based on research and practice (Synthesis Report No. 43). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Synthesis43.html