AA-AAAS Bibliography: Search

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856 results.
  • Brock, M. E., Seaman, R. L., & Gatsch, A. L. (2018). Efficacy of video modeling and brief coaching on teacher implementation of an evidence-based practice for students with severe disabilities. Journal of Special Education Technology, 33(4), 259–269. https://doi.org/10.1177/0162643418770639

  • Brosh, C. R. (2018). Effects of a multi-component intervention package on academic skills for students with severe disabilities (Publication No. 10791865) [Doctoral dissertation, The University of North Carolina at Charlotte]. ProQuest Dissertations and Theses Global.

  • Brosh, C. R., Root, J. R., Saunders, A. F., Spooner, F., & Fisher, L. B. (2018). Embedding literacy in mathematics problem solving instruction for learners with intellectual and developmental disability. Inclusion, 6(2), 81–96. https://doi.org/10.1352/2326-6988-6.2.81

  • Browder, D. M. (2001). Curriculum and assessment for students with moderate and severe disabilities. American Institutes for Research.

  • Browder, D. M., & Cooper-Duffy, K. (2003). Evidence-based practices for students with severe disabilities and the requirement for accountability in “No Child Left Behind.” The Journal of Special Education, 37(3), 157–163. https://doi.org/10.1177/00224669030370030501

  • Browder, D. M., & Spooner, F. (2003). Alternate assessment. Applied Measurement in Education, 51–72.

  • Browder, D. M., . Y. Wakeman, S., Spooner, F., Ahlgrim‐Delzell, L., & Algozzine, B. (2006). Research on reading instruction for individuals with significant cognitive disabilities. Exceptional Children, 72(4), 392–408. https://doi.org/10.1177/001440290607200401

  • Browder, D. M., Ahlgrim-Delzell, L., Courtade, G. R., Gibbs, S. L., & Flowers, C. (2008). Evaluation of the effectiveness of an early literacy program for students with significant developmental disabilities. Exceptional Children, 75(1), 33–52. https://doi.org/10.1177/001440290807500102

  • Browder, D. M., Ahlgrim-Delzell, L., Flowers, C., Karvonen, M., Spooner, F., & Algozzine, R. (2005). How states implement alternate assessments for students with disabilities: Recommendations for national policy. Journal of Disability Policy Studies, 15(4), 209–220. https://doi.org/10.1177/10442073050150040301

  • Browder, D. M., Ahlgrim-Delzell, L., Pugalee, D. K., & Jimenez, B. A. (2006). Enhancing numeracy. In D. M. Browder & F. Spooner (Eds.), Teaching language arts, math and science to students with significant cognitive disabilities. Paul H. Brookes.

  • Browder, D. M., Ahlgrim‐Delzell, L., Spooner, F., Mims, P. J., & Baker, J. S. (2009). Using time delay to teach literacy to students with severe developmental disabilities. Exceptional Children, 75(3), 343–364. https://doi.org/10.1177/001440290907500305

  • Browder, D. M., Fallin, K., Davis, S., & Karvonen, M. (2003). Consideration of what may influence student outcomes on alternate assessment. Education and Training in Developmental Disabilities, 38(3), 255–270. http://www.daddcec.com/etadd.html

  • Browder, D. M., Flowers, C., & Wakeman, S. Y. (2008). Facilitating participation in assessments and the general curriculum: Level of symbolic communication classification for students with significant cognitive disabilities. Assessment in Education: Principles, Policy & Practice, 15(2), 137–151. https://doi.org/10.1080/09695940802164176

  • Browder, D. M., Flowers, C., Ahlgrim-Delzell, L., Karvonen, M., Spooner, F., & Algozzine, R. (2004). The alignment of alternate assessment content with academic and functional curricula. The Journal of Special Education, 37(4), 211–223. https://doi.org/10.1177/00224669040370040101

  • Browder, D. M., Gibbs, S. L., Ahlgrim-Delzell, L., Courtade, G., Mraz, M., & Flowers, C. (2009). Literacy for students with significant cognitive disabilities: What should we teach and what should we hope to achieve? Remedial and Special Education, 30(5), 269–282. https://doi.org/10.1177/0741932508315054

  • Browder, D. M., Hudson, M. E., & Wood, A. L. (2013). Teaching students with moderate intellectual disability who are emergent readers to comprehend passages of text. Exceptionality, 21(4), 191–206. https://doi.org/10.1080/09362835.2013.802236

  • Browder, D. M., Hudson, M. E., & Wood, L. (2014). Using principles of high quality instruction in the general education classroom to provide access to the general education curriculum. In J. McLeskey, N. L. Waldron, F. Spooner, & B. Algozzine (Eds.), Handbook of effective inclusive schools: Research and practice. Routledge.

  • Browder, D. M., Karvonen, M., Davis, S., Fallin, K., & Courtade-Little, G. (2005). The impact of teacher training on state alternate assessment scores. Exceptional Children, 71(3), 267–282. https://doi.org/10.1177/001440290507100304

  • Browder, D. M., Lee, A., & Mims, P. (2011). Using shared stories and individual response modes to promote comprehension and engagement in literacy for students with multiple, severe disabilities. Education and Training in Autism and Developmental Disabilities, 46(3), 339–351. http://www.daddcec.com/etadd.html

  • Browder, D. M., Mims, P. J., Spooner, F., Ahlgrim-Delzell, L., & Lee, A. (2009). Teaching elementary students with multiple disabilities to participate in shared stories. Research and Practice for Persons with Severe Disabilities, 33(1–2), 3–12. https://doi.org/10.2511/rpsd.33.1-2.3