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833 results.
  • 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

  • Browder, D. M., Saunders, A., & Root, J. (2016). Technology-assisted learning for students with moderate and severe developmental disabilities. In Information Resources Management Association (Ed.), Special and gifted education: Concepts, methodologies, tools, and applications: Vol. II (pp. 925–952). Information Science Reference. https://doi.org/10.4018/978-1-5225-0034-6.ch040

  • Browder, D. M., Spooner, F., & Bingham, M. A. (2004). Current practices in alternate assessment and access to the general curriculum for students with severe disabilities in the United States of America. Australasian Journal of Special Education, 28(2), 17–29. https://doi.org/10.1080/1030011040280203

  • Browder, D. M., Spooner, F., & Wakeman, S. (2011). Alternate assessment. In D. M. Browder & F. Spooner (Eds.), Teaching students with moderate and severe disabilities (1st ed., pp. 23–41). Guilford.

  • Browder, D. M., Spooner, F., Ahlgrim-Delzell, L., Flowers, C., Algozzine, R., & Karvonen, M. (2003). A content analysis of the curricular philosophies reflected in states’ alternate assessment performance indicators. Research and Practice for Persons with Severe Disabilities, 28(4), 165–181. https://doi.org/10.2511/rpsd.28.4.165

  • Browder, D. M., Spooner, F., Ahlgrim-Delzell, L., Harris, A., & Wakeman, S. (2008). A meta-analysis on teaching mathematics to students with significant cognitive disabilities. Exceptional Children, 74(4), 407–432. https://doi.org/10.1177/001440290807400401