AA-AAAS Bibliography: Search

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1146 results.
  • Snider, J. E., & Dymond, S. K. (2023). Curricular areas in which students with intellectual disability receive instruction. Journal of Developmental and Physical Disabilities, 35(2), 295–315. https://doi.org/10.1007/s10882-023-09891-y
  • Snider, L. A. (2020). The CASC framework: An assessment model for students with intellectual and developmental disabilities (Publication No. 28086818) [Doctoral dissertation, University of Denver]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2454194853
  • Snyder, S., & Cagliani, R. (2023). Teach students with extensive support needs to maintain and generalize new learning across time and settings. In R. Pennington, M. J. Ault, G. Courtade, J. M. Jameson, & A. Ruppar (Eds.), High leverage practices and students with extensive support needs (pp. 246–258). Routledge; Council for Exceptional Children. https://doi.org/10.4324/9781003175735-21

  • Snyder, S., & Huber, H. (2019). Computer assisted instruction to teach academic content to students with intellectual disability: A review of the literature. American Journal on Intellectual and Developmental Disabilities, 124(4), 374–390. https://doi.org/10.1352/1944-7558-124.4.374

  • Sonnenmeier, R. M., McSheehan, M., & Jorgensen, C. M. (2005). A case study of team supports for a student with autism’s communication and engagement within the general education curriculum: Preliminary report of the beyond access model. Augmentative and Alternative Communication, 21(2), 101–115. https://doi.org/10.1080/07434610500103608

  • Soto, G., Clarke, M. T., & Savaldi-Harussi, G. (2023). Relationship between lexicon and grammar in children and youth who use augmentative and alternative communication. Augmentative and Alternative Communication, 39(4), 293–301. https://doi.org/10.1080/07434618.2023.2237108
  • Spann, E., Biggs, E. E., & Ross, M. (2023). Supports and empowerment for families of children with extensive support needs throughout the COVID-19 pandemic. Research and Practice for Persons with Severe Disabilities, 48(3), 139–156. https://doi.org/10.1177/15407969231189241
  • Sparks, N. M. (2007). Disability status bias considerations in a portfolio alternate assessment program (Publication No. 3255553) [Doctoral dissertation, Regent University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304715026

  • Spencer, M. L., Burdge, M., De Leon, J., Clayton, J., Quitugua, J., Guerrero, A., San Nicolas, H., & Macapinlac, J. (2012). Facilitating program improvement for students with significant cognitive disabilities: Baseline documentation of instructional programs in six Pacific entities. Micronesian Educator, 16, 5–19. https://www.uog.edu/schools-and-colleges/school-of-education/micronesian-educator/index.php

  • Spencer, V. G., Evmenova, A. S., & Boon, R. T. (2014). Review of research-based interventions for students with autism spectrum disorders in content area instruction: Implications and considerations for classroom practice. Education and Training in Autism and Developmental Disabilities, 49(3), 331–353. https://www.jstor.org/journal/eductraiautideve

  • Spooner, F., & Browder, D. (2006). Why teach the general curriculum? In D. M. Browder & F. Spooner (Eds.), Teaching language arts, math and science to students with significant cognitive disabilities (pp. 1–13). Paul H. Brookes.

  • Spooner, F., & Browder, D. M. (2014). What we know and need to know about teaching academic skills. In D. Browder & F. Spooner (Eds.), More language arts, math, and science for students with severe disabilities (pp. 275–286). Paul H. Brookes. https://brookespublishing.com

  • Spooner, F., & Browder, D. M. (2015). Raising the bar: Significant advances and future needs for promoting learning for students with severe disabilities. Remedial and Special Education, 36(1), 28–32. https://doi.org/10.1177/0741932514555022

  • Spooner, F., & Brown, F. (2011). Educating students with significant cognitive disabilities: Historical overview and future projections. In J. M. Kauffman & D. P. Hallahan (Eds.), Handbook of special education (1st ed., pp. 503–515). Routledge.

  • Spooner, F., & Brown, F. (2017). Educating students with significant cognitive disabilities: Historical overview and future projections. In J. M. Kauffman, D. P. Hallahan, & P. C. Pullen (Eds.), Handbook of special education (2nd ed., pp. 617–631). Routledge.

  • Spooner, F., Ahlgrim-Delzell, L., Kohprasert, K., Baker, J., & Courtade, G. (2008). Content analysis of science performance indicators in alternate assessment. Remedial and Special Education, 29(6), 343–351. https://doi.org/10.1177/0741932507313014

  • Spooner, F., Di Biase, W., & Courtade-Little, G. (2006). Science standards and functional skills: Finding the links. In D. M. Browder & F. Spooner (Eds.), Teaching language arts, math and science to students with significant cognitive disabilities (pp. 229–243). Paul H. Brookes.

  • Spooner, F., Dymond, S. K., Smith, A., & Kennedy, C. H. (2006). What we know and need to know about accessing the general curriculum for students with significant cognitive disabilities. Research and Practice for Persons with Severe Disabilities, 31(4), 277–283. https://doi.org/10.1177/154079690603100401

  • Spooner, F., Kemp-Inman, A., Ahlgrim‐Delzell, L., Wood, L., & Davis, L. L. (2015). Generalization of literacy skills through portable technology for students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 40(1), 52–70. https://doi.org/10.1177/1540796915586190

  • Spooner, F., Knight, V. F., Browder, D. M., & Smith, B. R. (2012). Evidence-based practice for teaching academics to students with severe developmental disabilities. Remedial and Special Education, 33(6), 374–387. https://doi.org/10.1177/0741932511421634