AA-AAAS Bibliography: Search

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1151 results.
  • Thompson, J. L., Bethune, K. S., Wood, C. L., & Pugalee, D. K. (2014). Teaching grade-aligned math skills. In D. Browder & F. Spooner (Eds.), More language arts, math, and science for students with severe disabilities (pp. 169–194). Paul H. Brookes. https://brookespublishing.com

  • Thompson, J. L., Plavnick, J. B., & Skibbe, L. E. (2019). Eye-tracking analysis of attention to an electronic storybook for minimally verbal children with autism spectrum disorder. The Journal of Special Education, 53(1), 41–50. https://doi.org/10.1177/0022466918796504

  • Thompson, J. R., Walker, V. L., Shogren, K. A., & Wehmeyer, M. L. (2018). Expanding inclusive educational opportunities for students with the most significant cognitive disabilities through personalized supports. Intellectual and Developmental Disabilities, 56(6), 396–411. https://doi.org/10.1352/1934-9556-56.6.396

  • Thompson, S. J., & Quenemoen, R. F. (2001). Eight steps to effective implementation of alternate assessments. Assessment for Effective Intervention, 26(2), 67–74. https://doi.org/10.1177/073724770102600211

  • Thompson, S. J., Johnstone, C. J., Thurlow, M. L., & Altman, J. R. (2005). 2005 state special education outcomes: Steps forward in a decade of change. University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/2005StateReport.htm

  • Thompson, S. J., Quenemoen, R. F., Thurlow, M. L., & Ysseldyke, J. E. (2001). Alternate assessments for students with disabilities. Corwin Press / Council for Exceptional Children (CEC).

  • Thompson, S., & Thurlow, M. (1999). 1999 state special education outcomes: A report on state activities at the end of the century. University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/1999StateReport.htm
  • Thompson, S., & Thurlow, M. (2000). State alternate assessments: Status as IDEA alternate assessment requirements take effect (Synthesis Report No. 35). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/archive/Synthesis/Synthesis35.html
  • Thompson, S., & Thurlow, M. (2001). 2001 state special education outcomes: A report on state activities at the beginning of a new decade. University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/2001StateReport.html
  • Thompson, S., Erickson, R., Thurlow, M., Ysseldyke, J., & Callender, S. (1999). Status of the states in the development of alternate assessments (Synthesis Report No. 31). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/archive/Synthesis/Synthesis31.html

  • Thompson, S., Thurlow, M., & Lazarus, S. (2001). Reporting on the state assessment performance of students with disabilities. The Institute for the Study of Exceptional Youth and Children & Educational Policy Reform Research Institute, University of Maryland. http://www.education.umd.edu/EDSP/eprri/PDFs/TR3.pdf

  • Thompson, S., Thurlow, M., Quenemoen, R., Esler, A., & Whetstone, P. (2001). Addressing standards and assessments on state IEP forms (Synthesis Report No. 38). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Synthesis38.html
  • Thompson, W. J. (2020). Reliability for the Dynamic Learning Maps assessments: A comparison of methods (Technical Report No. 20-03). University of Kansas, Accessible Teaching, Learning, and Assessment Systems. https://dynamiclearningmaps.org/publications
  • Thompson, W. J., & Hoover, J. C. (2021). Using propensity scores to evaluate changes in cross-year performance distributions (Technical Report No. 21-01). University of Kansas, Accessible Teaching, Learning, and Assessment Systems (ATLAS). https://dynamiclearningmaps.org/publications
  • Thompson, W. J., & Nash, B. (2022). A diagnostic framework for the empirical evaluation of learning maps. Frontiers in Education, 6, 714736. https://doi.org/10.3389/feduc.2021.714736

  • Thurlow, M. L., Lazarus, S. S., Thompson, S. J., & Morse, A. B. (2005). State policies on assessment participation and accommodations for students with disabilities. The Journal of Special Education, 38(4), 232–240. https://doi.org/10.1177/00224669050380040401

  • Thurlow, M. L., Lazarus, S., Thompson, S., & Robey, J. (2002). 2001 state policies on assessment participation and accommodations (Synthesis Report No. 46). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Synthesis46.html
  • Thurlow, M. L., Quenemoen, R. F., Lazarus, S. S., Moen, R. E., Johnstone, C. J., Liu, K. K., Christensen, L. L., Albus, D. A., & Altman, J. (2008). A principled approach to accountability assessments for students with disabilities (Synthesis Report No. 70). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Synthesis70/index.htm
  • Thurlow, M., Olsen, K., Elliott, J., Ysseldyke, J., Erickson, R., & Ahearn, E. (1996). Alternate assessments for students with disabilities (Policy Brief No. 5). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/archive/Policy/Policy5.html
  • Thurlow, M., Quenemoen, R. F., Thompson, S., & Lehr, C. (2001). Principles and characteristics of inclusive assessment and accountability systems (Synthesis Report No. 40). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Synthesis40.html