AA-AAAS Bibliography: Search

Search Filters

Keywords

Search Results

1152 results.
  • 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

  • Tichá, R., & Wallace, T. (2010). Technical characteristics of general outcome measures (GOMs) in mathematics for students with significant cognitive disabilities (Technical Report No. 37). Research Institute on Progress Monitoring, University of Minnesota. https://www.progressmonitoring.org/pdf/tr37mathsigcog.pdf

  • Tien, K. C. (2008). Effectiveness of the picture exchange communication system as a functional communication intervention for individuals with autism spectrum disorders: A practice-based research synthesis. Education and Training in Developmental Disabilities, 43(1), 61–76. https://www.jstor.org/journal/eductraidevedisa

  • Timberlake, M. T. (2014). Weighing costs and benefits: Teacher interpretation and implementation of access to the general education curriculum. Research and Practice for Persons with Severe Disabilities, 39(2), 83–99. https://doi.org/10.1177/1540796914544547

  • Timberlake, M. T. (2016). The path to academic access for students with significant cognitive disabilities. The Journal of Special Education, 49(4), 199–208. https://doi.org/10.1177/0022466914554296

  • Tindal, G. (2009). Reflections on the alternate assessment in Oregon. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 369–372). Paul H. Brookes.

  • Tindal, G. (2009). Sampling the domain for evidence of achievement. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 33–40). Paul H. Brookes.

  • Tindal, G., McDonald, M., Tedesco, M., Glasgow, A., Almond, P., Crawford, L., & Hollenbeck, K. (2003). Alternate assessments in reading and math: Development and validation for students with significant disabilities. Exceptional Children, 69(4), 481–494. https://doi.org/10.1177/001440290306900406

  • Tindal, G., Nese, J. F. T., Farley, D., Saven, J. L., & Elliott, S. N. (2016). Documenting reading achievement and growth for students taking alternate assessments. Exceptional Children, 82(3), 321–336. https://doi.org/10.1177/0014402915585492

  • Tindal, G., Yovanoff, P., & Geller, J. (2010). Generalizability theory applied to reading assessments for students with significant cognitive disabilities. The Journal of Special Education, 44(1), 13–17. https://doi.org/10.1177/0022466908323008

  • Toews, S. G. (2020). Supporting access to literacy instruction for students with extensive support needs in general education settings through shared reading (Publication No. 27964752) [Doctoral dissertation, University of Kansas]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2427496597

  • Toews, S. G., McQueston, J., & Kurth, J. A. (2021). Evaluation of the evidence base for shared reading to support literacy skill development for students with extensive support needs. Research and Practice for Persons with Severe Disabilities, 46(2), 77–93. https://doi.org/10.1177/15407969211008531

  • Toews, S. G., Miller, A. L., Kurth, J. A., & Turner, E. L. (2020). Unit co-planning for academic and college and career readiness in inclusive secondary classrooms. 53(1), 44–51. https://doi.org/10.1177/0040059920916855
  • Toews, S. G., Zimmerman, K. N., Kurth, J. A., & Crump, N. (2024). Comparison of using modified and nonmodified books on comprehension of students with extensive support needs. Remedial and Special Education. Advance online publication. https://doi.org/10.1177/07419325241234079
  • Tofte, M. A., & Andzik, N. R. (2023). Productivity in projects: Adjusting project-based learning for students with autism. Inclusive Practices, 2(2–3), 63–71. https://doi.org/10.1177/27324745231190857

  • Tomaino, M. A. E., Greenberg, A. L., Kagawa-Purohit, S. A., Doering, S. A., & Miguel, E. S. (2022). An assessment of the feasibility and effectiveness of distance learning for students with severe developmental disabilities and high behavioral needs. Behavior Analysis in Practice, 15, 243–259. https://doi.org/10.1007/s40617-020-00549-1

  • Towles-Reeves, E. (2008). Alternate assessments based on alternate achievement standards for students with the most significant disabilities: Principals’ perceptions (Publication No. 3298876) [Doctoral dissertation, University of Kentucky]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304835722

  • Towles-Reeves, E. (2008). Alternate assessments: Leaving no child behind amid standards-based reform. In R. C. Johnson & R. E. Mitchell (Eds.), Testing deaf students in an age of accountability (pp. 76–91). Washington, DC.

  • Towles-Reeves, E., & Kleinert, H. (2006). The impact of one state’s alternate assessment upon instruction and IEP development. Rural Special Education Quarterly, 25(3), 31–39. https://doi.org/10.1177/875687050602500305

  • Towles-Reeves, E., Garrett, B., Burdette, P. J., & Burdge, M. (2006). Validation of large-scale alternate assessment systems and their influence on instruction - What are the consequences? Assessment for Effective Intervention, 31(3), 45–57. https://doi.org/10.1177/073724770603100304