AA-AAAS Bibliography: Search

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1223 results.

  • Biggs, E. E., Carter, E. W., & Gustafson, J. (2017). Efficacy of peer support arrangements to increase peer interaction and AAC use. American Journal on Intellectual and Developmental Disabilities, 122(1), 25–48. https://doi.org/10.1352/1944-7558-122.1.25

  • Biggs, E. E., Carter, E. W., Bumble, J. L., Barnes, K., & Mazur, E. (2018). Enhancing peer network interventions for students with complex communication needs. Exceptional Children, 85(1), 66–85. https://doi.org/10.1177/0014402918792899

  • Bilgili-Karabacak, I., Weir, A., & Gratton-Fisher, E. (2020). Peer-mediated interventions in inclusive settings for adolescents with autism: A synthesis of the literature. Division on Autism and Developmental Disabilities (DADD) Online Journal, 7(1), 174–192. https://daddcec.com/publications/dadd-online-journal
  • Bingham, M. A., Spooner, F., & Browder, D. M. (2007). Training paraeducators to promote the use of augmentative and alternative communication by students with significant disabilities. Education and Training in Developmental Disabilities, 42(3), 339–352. https://www.jstor.org/journal/eductraidevedisa
  • Black, R. (2022). A phenomenological study of Hawaii independent school teachers’ use of alternative assessments (Publication No. 29322413) [Doctoral dissertation, Northwest Nazarene University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2769980832
  • 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.

  • Boesch, M. C., Da Fonte, M. A., Cavagnini, M. J., Shaw, K. R., Deneny, K. E., & Davis, M. F. (2024). Designing a valid and reliable AAC APP evaluation tool: Differences between team and novice raters. Journal of Special Education Technology, 39(2), 190–200. https://doi.org/10.1177/01626434231184828
  • 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. C. (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 Autism and Developmental Disabilities, 52(2), 132–143. https://www.jstor.org/journal/eductraiautideve

  • 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., & Maher, C. (2019). Special education for young learners with intellectual disabilities. In F. E. Obiakor & J. P. Bakken (Eds.), Special education for young learners with disabilities (pp. 55–71). Emerald.
  • 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., 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