AA-AAAS Bibliography: Search

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1135 results.
  • Shenoy, S., de Valenzuela, J. S., & Pacheco, R. (2022). Reimagining language proficiency assessment for English learners with significant cognitive disabilities. Research and Practice for Persons with Severe Disabilities, 47(3), 176–183. https://doi.org/10.1177/15407969221119137

  • Shepley, C., Lane, J. D., & Ault, M. J. (2020). Analysis of differences across two unaffiliated systematic reviews using What Works Clearinghouse single-case design standards. Research and Practice for Persons with Severe Disabilities, 45(3), 143–160. https://doi.org/10.1177/1540796920913867

  • Shepley, C., Lane, J., & Gast, D. (2016). Using SMART board technology to teach young students with disabilities and limited group learning experience to read environmental text. Education and Training in Autism and Developmental Disabilities, 51(4), 404–420. https://www.jstor.org/journal/eductraiautideve
  • Sherwood, K. L., Smith, M. J., & Eldredge, M. A. (advance online publication). The need for technology-aided instruction and intervention policy for autistic youth. Journal of Disability Policy Studies. https://doi.org/10.1177/10442073221150603
  • Shillingsburg, A., & McCammon, M. (2022). Teaching students with extensive support needs to ask for information. TEACHING Exceptional Children, 54(6), 449–450. https://doi.org/10.1177/00400599221108583

  • Shindel, C. L. (2004). One standard fits all? Defining achievement standards for students with cognitive disabilities within the No Child Left Behind Act’s standardized framework. Journal of Law and Policy, 12(2), 1025–1088. https://brooklynworks.brooklaw.edu/jlp

  • Shogren, K. A., Pace, J. R., Hicks, T. A., Raley, S. K., & Lane, K. L. (2024). Setting standards for SDLMI fidelity: Promoting data-driven decision making to advance self-determination instruction. Psychology in the Schools, 61(2), 532–552. https://doi.org/10.1002/pits.23068

  • Shogren, K. A., Seo, H., Wehmeyer, M. L., Palmer, S. B., Thompson, J. R., Hughes, C., & Little, T. D. (2015). Support needs of children with intellectual and developmental disabilities: Age-related implications for assessment. Psychology in the Schools, 52(9), 874–891. https://doi.org/10.1177/0022466915582213

  • Shogren, K. A., Zimmerman, K. N., Burke, K. M., Zagona, A. L., Kurth, J. A., Malone, E. J., Loyless, R., Gerasimova, D., Pace, J. R., & Hicks, T. A. (2023). Educational placement and goal quality for students with complex support needs. Inclusion, 11(4), 222–244. https://meridian.allenpress.com/inclusion

  • Shogren, K., McCart, A., Lyon, K., & Sailor, W. (2015). All means all: Building knowledge for inclusive schoolwide transformation. Research and Practice for Persons with Severe Disabilities, 40(3), 173–191. https://doi.org/10.1177/1540796915586191

  • Shurr, J., & Bouck, E. (2013). Research on curriculum for students with moderate and severe intellectual disability: A systematic review. Education and Training in Autism and Developmental Disabilities, 48(1), 76–87. https://www.jstor.org/journal/eductraiautideve

  • Shurr, J., & Hollingshead, A. (2017). Diversity, severe disability, and family: A systematic review of the literature. Research and Practice for Persons with Severe Disabilities, 42(4), 259–272. https://doi.org/10.1177/1540796917728491

  • Shurr, J., Bouck, E. C., & McCollow, M. (2022). Examining teacher and teacher educator perspectives of teacher leadership in extensive support needs. Teacher Education and Special Education, 45(2), 160–179. https://doi.org/10.1177/08884064211001455

  • Shurr, J., Hirth, M., Jasper, A., McCollow, M., & Heroux, J. (2014). Another tool in the belt: Self-directed professional learning for teachers of students with moderate and severe disabilities. Physical Disabilities: Education and Related Services, 33(1), 17–38. https://doi.org/10.14434/pders.v33i1.4855

  • Shurr, S., Bouck, E. C., & McCollow, M. (advance online publication). Administrator perspectives on teacher leadership for teaching students with extensive support needs across settings. Exceptionality. https://doi.org/10.1080/09362835.2023.2287525

  • Siegel-Causey, E., & Allinder, R. M. (1998). Using alternative assessment for students with severe disabilities: Alignment with best practices. Education and Training in Mental Retardation and Developmental Disabilities, 33(2), 168–178. http://daddcec.org/Publications/ETADDJournal.aspx

  • Sigafoos, J., O’Reilly, M. F., Ledbetter–Cho, K., Lim, N., Lancioni, G. E., & Marschik, P. B. (2019). Addressing sequelae of developmental regression associated with developmental disabilities: A systematic review of behavioral and educational intervention studies. Neuroscience and Biobehavioral Reviews, 96, 56–71. https://doi.org/10.1016/j.neubiorev.2018.11.014

  • Simacek, J., Pennington, B., Reichle, J., & Parker-McGowan, Q. (2018). Aided AAC for people with severe to profound and multiple disabilities: A systematic review of interventions and treatment intensity. Advances in Neurodevelopmental Disorders, 2(1), 100–115. https://doi.org/10.1007/s41252-017-0050-4

  • Simpson, R. L. (2019). Characteristics of individuals with autism spectrum disorder who have complex communication needs. In J. B. Ganz & R. L. Simpson (Eds.), Interventions for individuals with autism spectrum disorder and complex communication needs (pp. 3–20). Paul H. Brookes.

  • Simpson, R. L., de Boer-Ott, S. R., & Smith-Myles, B. (2003). Inclusion of learners with autism spectrum disorders in general education settings. Topics in Language Disorders, 23(2), 116–133. https://doi.org/10.1097/00011363-200304000-00005