AA-AAAS Bibliography: Search

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1250 results.
  • Rigney, S. L. (2009). How should states move forward? In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 363–364). Paul H. Brookes.
  • Rigney, S. L. (2009). Public policy and the development of alternate assessments for students with cognitive disabilities. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 41–59). Paul H. Brookes.
  • Rivera, C. J., Ortiz, A., Christensen, L., & Mitchell, J. (2021). English learners with significant cognitive disabilities: Reflecting on diverse needs and a call to advance effective practice. Multiple Voices: Disability, Race, and Language Intersections in Special Education, 21(2), 38–47. https://doi.org/10.56829/2158-396X-21.2.38

  • Rivera, C., & Baker, J. (2013). Teaching students with intellectual disability to solve for x. TEACHING Exceptional Children, 46(2), 14–21. https://doi.org/10.1177/004005991304600202

  • Rivera, C., Hudson, M. E., Weiss, S. L., & Zambone, A. (2017). Using a multicomponent multimedia shared story intervention with an iPad to teach content picture vocabulary to students with developmental disabilities. Education and Treatment of Children, 40(3), 327–352. https://doi.org/10.1353/etc.2017.0014

  • Roach, A. T. (2005). Alternate assessment as the “ultimate accommodation”: Four challenges for policy and practice. Assessment for Effective Intervention, 31(1), 73–78. https://doi.org/10.1177/073724770503100107

  • Roach, A. T. (2005). The Wisconsin Alternate Assessment for students with disabilities: Influences on student performance and stakeholder satisfaction (Publication No. 3175393) [Doctoral dissertation, The University of Wisconsin—Madison]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/305380558

  • Roach, A. T. (2006). Influences on parent perceptions of an alternate assessment for students with severe cognitive disabilities. Research and Practice for Persons with Severe Disabilities, 31(3), 267–274. https://doi.org/10.1177/154079690603100306

  • Roach, A. T., & Elliott, S. N. (2004). Alignment analysis and standard-setting procedures for alternate assessment (WCER Working Paper No. 2004–1). Wisconsin Center for Education Research, University of Wisconsin. http://www.wcer.wisc.edu/publications/workingPapers/Working_Paper_No_2004_1.pdf

  • Roach, A. T., & Elliott, S. N. (2006). The influence of access to general education curriculum on alternate assessment performance of students with significant cognitive disabilities. Educational Evaluation and Policy Analysis, 28(2), 181–194. https://doi.org/10.3102/01623737028002181

  • Roach, A. T., Elliott, S. N., & Berndt, S. (2007). Teacher perceptions and the consequential validity of an alternate assessment for students with significant cognitive disabilities. Journal of Disability Policy Studies, 18(3), 168–175. https://doi.org/10.1177/10442073070180030501

  • Roach, A. T., Elliott, S. N., & Webb, N. L. (2003). Alignment analysis and content validity of the Wisconsin alternate assessment for students with disabilities (WCER Working Paper No. 2003–2). Wisconsin Center for Education Research, University of Wisconsin. http://www.wcer.wisc.edu/Publications/workingPapers/Working_Paper_No_2003_2.pdf

  • Roach, A. T., Elliott, S. N., & Webb, N. L. (2005). Alignment of an alternate assessment with state academic standards: Evidence for the content validity of the Wisconsin alternate assessment. The Journal of Special Education, 38(4), 218–231. https://doi.org/10.1177/00224669050380040301

  • Roberts, C. A., Leko, M. M., & Wilkerson, K. L. (2013). New directions in reading instruction for adolescents with significant cognitive disabilities. Remedial and Special Education, 34(5), 305–317. https://doi.org/10.1177/0741932513485447

  • Roberts, C. A., Ruppar, A. L., & Olson, A. J. (2018). Perceptions matter: Administrators’ vision of instruction for students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 43(1), 3–19. https://doi.org/10.1177/1540796917743931

  • Roberts, C. A., Saliba, E. H., & Stewart, E. M. (advance online publication). Expanding science learning for students with complex support needs: A case study. Remedial and Special Education. https://doi.org/10.1177/07419325231225441
  • Roberts, C. A., Snodgrass, M. R., Love, H. R., Badgett, N. M., Gilson, C. B., Yang, X., & Peterson, J. (2024). Individuals with extensive support needs and mixed methods research: A systematic literature review across education subfields. Research and Practice for Persons with Severe Disabilities, 49(4), 303–326. https://doi.org/10.1177/15407969241291475
  • Roberts, C. A., Tandy, J., Kim, S. Y., & Meyer, N. (2020). A multi-component literacy intervention with science expository text for students with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 55(4), 382–397. https://www.jstor.org/journal/eductraiautideve

  • Roberts, J. E., Schaaf, J. M., Skinner, M., Wheeler, A., Hooper, S., Hatton, D. D., & Bailey, D. B. (2005). Academic skills of boys with Fragile X syndrome: Profiles and predictors. American Journal on Mental Retardation, 110(2), 107–120. https://doi.org/10.1352/0895-8017(2005)110<107:ASOBWF>2.0.CO;2

  • Robertson, C. E., Spooner, F., Wood, C. L., & Pennington, R. C. (2021). Color-coding print versus digital technology to teach functional community knowledge to rural students with autism and complex communication needs. Rural Special Education Quarterly, 40(4), 180–190. https://doi.org/10.1177/87568705211032378