AA-AAAS Bibliography: Search

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1135 results.
  • Blasko, S. L. (2015). Evaluation of communication changes for high school students with severe developmental disabilities resulting from peer-mediated interventions (Publication No. 3718039) [Doctoral dissertation, The University of Wisconsin—Madison]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1707901638

  • Blockberger, S., & Sutton, A. (2003). Toward linguistic competence: Language experiences and knowledge of children with extremely limited speech. In J. Light, D. R. Beukelman, & J. Reichle (Eds.), Communicative competence for individuals who use AAC: From research to effective practice (pp. 63–106). Paul H. Brookes.

  • Bolourian, Y., Losh, A., Hamsho, N., Eisenhower, A., & Blacher, J. (2022). General education teachers’ perceptions of autism, inclusive practices, and relationship building strategies. Journal of Autism and Developmental Disorders, 52(9), 3977–3990. https://doi.org/10.1007/s10803-021-05266-4

  • Bonanni, J. M. (2018). The effect of project-based poetry writing intervention on writing attitudes among students with severe learning disabilities. The Graduate Review, 3(1), 8–22. https://vc.bridgew.edu/grad_rev/

  • Borgestig, M., Al Khatib, I., Masayko, S., & Hemmingsson, H. (2021). The impact of eye-gaze controlled computer on communication and functional independence in children and young people with complex needs—A multicenter intervention study. Developmental Neurorehabilitation, 24(8), 511–524. https://doi.org/10.1080/17518423.2021.1903603

  • Boster, J. B., Findlen, U. M., Pitt, K., & McCarthy, J. W. (2024). Design of aided augmentative and alternative communication systems for children with vision impairment: Psychoacoustic perspectives. Augmentative and Alternative Communication, 40(1), 57–67. https://doi.org/10.1080/07434618.2023.2262573

  • Bouck, E. (2012). Secondary students with moderate/severe intellectual disability: Considerations of curriculum and post-school outcomes from the National Longitudinal Transition Study-2. Journal of Intellectual Disability Research, 56(12), 1175–1186. https://doi.org/10.1111/j.1365-2788.2011.01517.x

  • Bouck, E. C. (2017). Understanding participation: Secondary students with autism spectrum disorder and the accountability system. Education and Training in Developmental Disabilities, 52(2), 132–143. https://www.jstor.org/journal/eductraidevedisa

  • Bouck, E. C., & Flanagan, S. M. (2016). Exploring assistive technology and post-school outcomes for students with severe disabilities. Disability and Rehabilitation: Assistive Technology, 11(8), 645–652. https://doi.org/10.3109/17483107.2015.1029537

  • Bouck, E. C., & Long, H. (2021). Assistive technology for students with disabilities: An updated snapshot. Journal of Special Education Technology, 36(4), 249–257. https://doi.org/10.1177/0162643420914624

  • Bouck, E. C., & Park, J. (2020). App-based manipulatives and the system of least prompts to support acquisition, maintenance, and generalization of adding integers. Education and Training in Autism and Developmental Disabilities, 55(2), 158–172. https://www.jstor.org/journal/eductraiautideve
  • Bouck, E. C., Bartz, K., & Costello, M. P. (2021). Transition planning involvement and students with intellectual disability: Findings from the NLTS 2012. Education and Training in Autism and Developmental Disabilities, 56(2), 173–189. https://www.jstor.org/journal/eductraiautideve
  • Bouck, E. C., Jasper, A. D., Bassette, L., Shurr, J., & Miller, B. (2013). Applying TAPE: Rethinking academic assistive technology for students with physical disabilities, multiple disabilities, and other health impairment. Physical Disabilities: Education and Related Services, 32(1), 31–54. https://scholarworks.iu.edu/journals/index.php/pders/issue/archive

  • Bouck, E., & Joshi, G. S. (2015). Does curriculum matter for secondary students with Autism Spectrum Disorders: Analyzing the NLTS2. Journal of Autism and Developmental Disorders, 45(5), 1204–1212. https://doi.org/10.1007/s10803-014-2281-9

  • Bouck, E., Long, H., & Jakubow, L. (2022). Teaching division online to students via a virtual manipulative instructional sequence. Education and Training in Autism and Developmental Disabilities, 57(1), 16–30. https://www.jstor.org/journal/eductraiautideve

  • Bowman, J. A., McDonnell, J., Ryan, J. H., & Fudge-Coleman, O. (2019). Effective mathematics instruction for students with moderate and severe disabilities: A review of the literature. Focus on Autism and Other Developmental Disabilities, 34(4), 195–204. https://doi.org/10.1177/1088357619827932

  • Bowman, J. A., McDonnell, J., Ryan, J., Coleman, O. F., Conradi, L. A., & Eichelberger, C. (2020). Effects of general education teacher-delivered embedded instruction to teach students with intellectual disability to solve word problems. Education and Training in Autism and Developmental Disabilities, 55(3), 318–331. https://www.jstor.org/journal/eductraiautideve
  • Bowman, J. A., Wu, Y.-C., Wakeman, S., Ghere, G., & Johnson, H. (2024). Separate school placement for students with extensive support needs and the potential impact of locale and charter school enrollment. The Journal of Special Education. Advance online publication. https://doi.org/10.1177/00224669241231546

  • Boyd, T. K., Barnett, J. E. H., & More, C. M. (2015). Evaluating iPad technology for enhancing communication skills of children with autism spectrum disorders. Intervention in School and Clinic, 51(1), 19–27. https://doi.org/10.1177/1053451215577476

  • Bradford, P. K. (2021). A qualitative study of programs including students with complex support needs in the general education curriculum (Publication No. 28317520) [Doctoral dissertation, The George Washington University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2494876200