AA-AAAS Bibliography: Search

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1223 results.

  • Sugasawara, H., & Yamamoto, J. (2007). Computer-based teaching of word construction and reading in two students with developmental disabilities. Behavioral Interventions, 22(4), 263–277. https://doi.org/10.1002/bin.248

  • Sulu, M. D., Martella, R. C., Aydin, O., Bolshokova, V., & Erden, E. (2023). A meta-analysis of science education studies for students with intellectual and developmental disabilities (IDD). Journal of Developmental and Physical Disabilities, 35(6), 917–950. https://doi.org/10.1007/s10882-023-09890-z
  • Sun, T., Bowles, R. P., & Douglas, S. N. (2023). Chinese–English speaking family perspectives of augmentative and alternative communication use with their children. Journal of Communication Disorders, 102, 106315. https://doi.org/10.1016/j. jcomdis.2023.106315
  • Sun, T., Bowles, R., Douglas, S. N., & Plavnick, J. (2023). Response time of young children with complex communication needs following a communication opportunity. Exceptional Children, 90(3), 27–42. https://doi.org/10.1177/00144029221146574
  • Sun, X., & Brock, M. E. (2023). TAP to SKILL: Using self-directed video prompting to promote independence in inclusive school settings. Inclusive Practices, 2(2–3), 72–80. https://doi.org/10.1177/27324745231185573
  • Sutter, C., & Demchak, M. A. (2023). State deafblind technical assistance project staffs’ reported use and perceived skill of implementing the system of least prompts with students who are deafblind. Research, Advocacy, and Practice for Complex and Chronic Conditions, 41(1), 1–21. https://doi.org/10.14434/rapcc.v41i1.32886
  • Swan, S. R. (2021). The impact of a synchronization-based movement intervention on behavior for students with low-functioning autism: A qualitative case study (Publication No. 28718252) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2593610674
  • Swanson, G. J. (2023). The relationship between collective teacher efficacy, teacher attitudes toward inclusion, and highly inclusive elementary schools (Publication No. 30420807) [Doctoral dissertation, Western Illinois University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2822176362

  • Sy, J. R., Donaldson, J. M., Vollmer, T. R., & Pizarro, E. (2014). An evaluation of factors that influence children’s instruction following. Journal of Applied Behavior Analysis, 47(1), 101–112. https://doi.org/10.1002/jaba.94

  • Tager-Flusberg, H., & Kasari, C. (2013). Minimally verbal school-aged children with autism spectrum disorder: The neglected end of the spectrum. Autism Research, 6(6), 468–478. https://doi.org/10.1002/aur.1329

  • Tarasyuk, D. (2023). Special education curriculum: A qualitative descriptive exploration of content, skills, and knowledge (Publication No. 30313431) [Doctoral dissertation, Grand Canyon University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2791818701
  • Taub, D. A., McCord, J. A., & Burdge, M. (2018). Inclusive literacy instruction: State and national standards and beyond. In S. R. Copeland & E. B. Keefe (Eds.), Effective literacy instruction for learners with complex support needs (2nd ed., pp. 67–88). Paul H. Brookes.

  • Taub, D. A., McCord, J. A., & Ryndak, D. L. (2017). Opportunities to learn for students with extensive support needs: A context of research-supported practices for all in general education classes. The Journal of Special Education, 51(3), 127–137. https://doi.org/10.1177/0022466917696263

  • Taub, D., Apgar, J., Foster, M., Ryndak, D. L., Burdge, M. D., & Letson, S. (2020). Investigating the alignment between English language arts curricula developed for students with significant intellectual disability and the CCSS. Remedial and Special Education, 41(5), 284–295. https://doi.org/10.1177/0741932519843184

  • Taub, D., Lansey, K., Burnette, K., & Hartmann, E. (2023). Building collaborative teams to include students with extensive support needs in general education contexts. Inclusive Practices, 2(2–3), 50–62. https://doi.org/10.1177/27324745231185572

  • Taylor, D. B., Ahlgrim-Delzell, L., & Flowers, C. (2010). A qualitative study of teacher perceptions on using an explicit instruction curriculum to teach early reading skills to students with significant developmental disabilities. Reading Psychology, 31(6), 524–545. https://doi.org/10.1080/02702710903256569

  • Taylor, M. A. (2009). An application of generalizability theory to evaluate the technical quality of an alternate assessment (Publication No. 3352763) [Doctoral dissertation, James Madison University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/305166561

  • Taylor, M. A., & Pastor, D. A. (2013). An application of generalizability theory to evaluate the technical quality of an alternate assessment. Applied Measurement in Education, 26(4), 279–297. https://doi.org/10.1080/08957347.2013.824450

  • Thacker, A., Nemeth, Y. M., Hardoin, M., Namniek, R., Longabach, T., Deatz, R., Wiley, C., & Banjanovic, E. (2018). California alternate assessment alignment study: Mathematics and English language arts/literacy final report (2017 No. 085). HumRRO. https://www.cde.ca.gov/ta/tg/ca/documents/caa17aligmentstudy.pdf

  • Thiemann-Bourque, K. S., McGuff, S., & Goldstein, H. (2017). Training peer partners to use a speech-generating device with classmates with autism spectrum disorder: Exploring communication outcomes across preschool contexts. Journal of Speech, Language, and Hearing Research, 60(9), 2648–2662. https://doi.org/10.1044/2017_JSLHR-L-17-0049