AA-AAAS Bibliography: Search

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1250 results.
  • Sisti, M. K., & Robledo, J. A. (2021). Interdisciplinary collaboration practices between education specialists and related service providers. The Journal of Special Education Apprenticeship, 10(1), article 5. https://doi.org/10.58729/2167-3454.1123
  • Skibo, H., Mims, P., & Spooner, F. (2011). Teaching number identification to students with severe disabilities using response cards. Education and Training in Autism and Developmental Disabilities, 46(1), 124–133. https://www.jstor.org/journal/eductraiautideve

  • Skwerer, D. P., Jordan, S. E., Brukilacchio, B. H., & Tager-Flusberg, H. (2016). Comparing methods for assessing receptive language skills in minimally verbal children and adolescents with autism spectrum disorders. Autism: The International Journal of Research and Practice, 20(5), 591–604. https://doi.org/10.1177/1362361315600146

  • Slaughter, R. S. R. (2023). Special education teachers’ perceptions of their participation in a professional development program about reading instruction for students with intellectual disabilities (Publication No. 30315198) [Doctoral dissertation, University of Florida]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2829634057
  • Slone, M. (2024). An examination into tools, resources, and training that impact self-efficacy ratings of upper elementary teachers in inclusive classrooms (Publication No. 31575618) [Doctoral dissertation, The University of Findlay]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/3090584836

  • Smith, B. R., Spooner, F., Jimenez, B. A., & Browder, D. (2013). Using an early science curriculum to teach science vocabulary and concepts to students with severe developmental disabilities. Education and Treatment of Children, 36(1), 1–31. https://doi.org/10.1353/etc.2013.0002

  • Smith, K. A., Ayres, K. A., Alexander, J., Ledford, J. R., Shepley, C., & Shepley, S. B. (2016). Initiation and generalization of self-instructional skills in adolescents with autism and intellectual disability. Journal of Autism and Developmental Disorders, 46(4), 1196–1209. https://doi.org/10.1007/s10803-015-2654-8

  • Smith, M., Chambers, S., Campbell, A., Pierce, T., McCarthy, T., & Kostewicz, D. E. (2020). Use of routine-based instruction to develop object perception skills with students who have visual impairments and severe intellectual disabilities: Two case studies. Journal of Visual Impairment & Blindness, 114(2), 101–113. https://doi.org/10.1177/0145482X20910826

  • Smith, S. J., Lowrey, K. A., Rowland, A. L., & Frey, B. (2020). Effective technology supported writing strategies for learners with disabilities. Inclusion, 8(1), 58–73. https://doi.org/10.1352/2326-6988-8.1.58

  • Snell, M. E., . Y. Chen, L., & Hoover, K. (2006). Teaching augmentative and alternative communication to students with severe disabilities: A review of intervention research 1997-2003. Research and Practice for Persons with Severe Disabilities, 31(3), 203–214. https://doi.org/10.1177/154079690603100301

  • Snider, J. E., & Dymond, S. K. (2023). Curricular areas in which students with intellectual disability receive instruction. Journal of Developmental and Physical Disabilities, 35(2), 295–315. https://doi.org/10.1007/s10882-023-09891-y
  • Snider, L. A. (2020). The CASC framework: An assessment model for students with intellectual and developmental disabilities (Publication No. 28086818) [Doctoral dissertation, University of Denver]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2454194853
  • Snyder, S. M. (2020). An investigation of computer assisted reading instruction to teach phonics skills to young students with developmental disabilities. Division on Autism and Developmental Disabilities (DADD) Online Journal, 7(1), 130–143. https://daddcec.com/publications/dadd-online-journal
  • Snyder, S., & Cagliani, R. (2023). Teach students with extensive support needs to maintain and generalize new learning across time and settings. In R. Pennington, M. J. Ault, G. Courtade, J. M. Jameson, & A. Ruppar (Eds.), High leverage practices and students with extensive support needs (pp. 246–258). Routledge; Council for Exceptional Children. https://doi.org/10.4324/9781003175735-21

  • Snyder, S., & Huber, H. (2019). Computer assisted instruction to teach academic content to students with intellectual disability: A review of the literature. American Journal on Intellectual and Developmental Disabilities, 124(4), 374–390. https://doi.org/10.1352/1944-7558-124.4.374

  • Sonnenmeier, R. M., McSheehan, M., & Jorgensen, C. M. (2005). A case study of team supports for a student with autism’s communication and engagement within the general education curriculum: Preliminary report of the beyond access model. Augmentative and Alternative Communication, 21(2), 101–115. https://doi.org/10.1080/07434610500103608

  • Soto, G., Clarke, M. T., & Savaldi-Harussi, G. (2023). Relationship between lexicon and grammar in children and youth who use augmentative and alternative communication. Augmentative and Alternative Communication, 39(4), 293–301. https://doi.org/10.1080/07434618.2023.2237108
  • Spann, E., Biggs, E. E., & Ross, M. (2023). Supports and empowerment for families of children with extensive support needs throughout the COVID-19 pandemic. Research and Practice for Persons with Severe Disabilities, 48(3), 139–156. https://doi.org/10.1177/15407969231189241
  • Sparks, N. M. (2007). Disability status bias considerations in a portfolio alternate assessment program (Publication No. 3255553) [Doctoral dissertation, Regent University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304715026
  • Spence, M., & Tseng, A. (2018). Integrating social and emotional learning instruction into core academic instruction for students with ASD. Division on Autism and Developmental Disabilities (DADD) Online Journal, 5(1), 90–101. https://daddcec.com/publications/dadd-online-journal