AA-AAAS Bibliography: Search

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1250 results.
  • Scheibel, G., Hicks, T. A., Zimmerman, K. N., & Pace, J. R. (2024). Examining the cost-effectiveness of intensive interventions: Implementation costs from the teacher and student perspective. Remedial and Special Education, 45(4), 247–262. https://doi.org/10.1177/07419325231213875

  • Schenning, H., Knight, V., & Spooner, F. (2013). Effects of structured inquiry and graphic organizers on social studies comprehension by students with autism spectrum disorders. Research in Autism Spectrum Disorders, 7(4), 526–540. https://doi.org/10.1016/j.rasd.2012.12.007

  • Schetter, P., England, A., Kaniuka, M., Childress, N., Passmore, A., & Carico, H. (2020). Statewide implementation and scale-up of evidence based practices for autism in education: From sea to shining sea. Division on Autism and Developmental Disabilities (DADD) Online Journal, 7(1), 118–129. https://daddcec.com/publications/dadd-online-journal
  • Schles, R. A., Fricke, E., & Probst, K. M. (2024). Analysis of prevalence variations of students with deafblindness across the United States. The Journal of Special Education, 58(1), 14–22. https://doi.org/10.1177/00224669231222006
  • Schlosser, R. W., Shane, H. C., Allen, A. A., Yu, C., O’Brien, A. M., Cullen, J., Benz, A., O’Neil, L., Chiesa, L., & Miori-Dinneen, L. (2021). Implementing the Visual Immersion SystemTM in a classroom for children with autism spectrum disorder: Challenges and solutions. In B. T. Ogletree & B. T. Ogletree (Eds.), Augmentative and alternative communication: Challenges and solutions (pp. 283–311). Plural.

  • Schuh, M. C., Knackstedt, K. M., Cornett, J., Choi, J. H., Pollitt, D. T., & Satter, A. L. (2018). All means all: Connecting federal education policy and local implementation practice through evidence and equity. Inclusion, 6(1), 45–99. https://doi.org/10.1352/2326-6988-6.1.45

  • Schulman, S. J. (2017). A psychometric analysis of an alternate assessment for students with multiple disabilities (Publication No. 10757829) [Doctoral dissertation, Rutgers, The State University of New Jersey]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1994113130

  • Schwartz, I. S., Gauvreau, A. N., & Bateman, K. (2019). Effective strategies for working with young children with autism spectrum disorder and complex communication needs. In J. B. Ganz & R. L. Simpson (Eds.), Interventions for individuals with autism spectrum disorder and complex communication needs (pp. 171–192). Paul H. Brookes.

  • Schworer, E. K., Soltani, A., Altaye, M., Fidler, D. J., & Esbensen, A. J. (2023). Cognitive flexibility assessment in youth with Down syndrome: Reliability, practice effects, and validity. Research in Developmental Disabilities, 133, 104416. https://doi.org/10.1016/j.ridd.2022.104416
  • Seamans, A. L. (2024). Parents’ lived experiences with augmentative and alternative communication training provided by public schools (Publication No. 31237960) [Doctoral dissertation, University of Idaho]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/3057719039
  • Sedgwick, M. (2024). The epistemic practices of learners with IDD and ESN while learning on the move (Publication No. 31496201) [Doctoral dissertation, University of Illinois at Chicago]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/3075626277
  • Sells, D. (2020). Access to the general education curriculum for students with disabilities: The lived experience of special education teachers (Publication No. 28022703) [Doctoral dissertation, Piedmont College]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2427529626

  • Sennott, S. C., Light, J. C., & McNaughton, D. (2016). AAC modeling intervention research review. Research and Practice for Persons with Severe Disabilities, 41(2), 101–115. https://doi.org/10.1177/1540796916638822

  • Sheldon, E., & Erickson, K. (2020). Emergent literacy instruction for students with significant disabilities in the regular classroom. Assistive Technology Outcomes and Benefits, 14(1), 135–160. https://www.atia.org/home/at-resources/atob/
  • 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., & Waddington, R. J. (2024). NCLB alternate assessment policies and postschool employment outcomes for individuals with significant cognitive disabilities. Intellectual and Developmental Disabilities, 62(1), 1–13. https://doi.org/10.1352/1934-9556-62.1.1

  • 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
  • Sheriff, L. K., & Hallak, T. L. (2015). Incidental learning for children with deafblindness. National Forum of Special Education Journal, 26(1). https://www.nationalforum.com/Journals/NFSEJ/NFSEJ.htm
  • Sherwood, K. L., Smith, M. J., & Eldredge, M. A. (2024). The need for technology-aided instruction and intervention policy for autistic youth. Journal of Disability Policy Studies, 35(1), 54–64. https://doi.org/10.1177/10442073221150603