AA-AAAS Bibliography: Search
Brock, M. E., & Carter, E. W. (2013). A systematic review of paraprofessional-delivered educational practices to improve outcomes for students with intellectual and developmental disabilities. Research and Practice for Persons with Severe Disabilities, 38(4), 211–221. https://doi.org/10.1177/154079691303800401
Brock, M. E., Biggs, E. E., Carter, E. W., Cattey, G. N., & Raley, K. S. (2016). Implementation and generalization of peer support arrangements for students with severe disabilities in inclusive classrooms. The Journal of Special Education, 49(4), 221–232. https://doi.org/10.1177/0022466915594368
Brock, M. E., Seaman, R. L., & Downing, C. (2017). Promoting learning for a student with a severe disability through paraprofessional training. Research and Practice for Persons with Severe Disabilities, 42(4), 211–224. https://doi.org/10.1177/1540796917729682
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.