AA-AAAS Bibliography: Search

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1255 results.
  • 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

  • Spencer, M. L., Burdge, M., De Leon, J., Clayton, J., Quitugua, J., Guerrero, A., San Nicolas, H., & Macapinlac, J. (2012). Facilitating program improvement for students with significant cognitive disabilities: Baseline documentation of instructional programs in six Pacific entities. Micronesian Educator, 16, 5–19. https://www.uog.edu/schools-and-colleges/school-of-education/micronesian-educator/index.php

  • Spencer, V. G., Evmenova, A. S., & Boon, R. T. (2014). Review of research-based interventions for students with autism spectrum disorders in content area instruction: Implications and considerations for classroom practice. Education and Training in Autism and Developmental Disabilities, 49(3), 331–353. https://www.jstor.org/journal/eductraiautideve
  • Spooner, F., & Browder, D. M. (2006). Why teach the general curriculum? In D. M. Browder & F. Spooner (Eds.), Teaching language arts, math and science to students with significant cognitive disabilities (pp. 1–13). Paul H. Brookes.
  • Spooner, F., & Browder, D. M. (2014). What we know and need to know about teaching academic skills. In D. Browder & F. Spooner (Eds.), More language arts, math, and science for students with severe disabilities (pp. 275–286). Paul H. Brookes. https://brookespublishing.com

  • Spooner, F., & Browder, D. M. (2015). Raising the bar: Significant advances and future needs for promoting learning for students with severe disabilities. Remedial and Special Education, 36(1), 28–32. https://doi.org/10.1177/0741932514555022

  • Spooner, F., & Brown, F. (2011). Educating students with significant cognitive disabilities: Historical overview and future projections. In J. M. Kauffman & D. P. Hallahan (Eds.), Handbook of special education (1st ed., pp. 503–515). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780203837306-51

  • Spooner, F., & Brown, F. (2017). Educating students with significant cognitive disabilities: Historical overview and future projections. In J. M. Kauffman, D. P. Hallahan, & P. C. Pullen (Eds.), Handbook of special education (2nd ed., pp. 617–631). Routledge.

  • Spooner, F., Ahlgrim-Delzell, L., Kohprasert, K., Baker, J., & Courtade, G. (2008). Content analysis of science performance indicators in alternate assessment. Remedial and Special Education, 29(6), 343–351. https://doi.org/10.1177/0741932507313014

  • Spooner, F., Di Biase, W., & Courtade-Little, G. (2006). Science standards and functional skills: Finding the links. In D. M. Browder & F. Spooner (Eds.), Teaching language arts, math and science to students with significant cognitive disabilities (pp. 229–243). Paul H. Brookes.

  • Spooner, F., Dymond, S. K., Smith, A., & Kennedy, C. H. (2006). What we know and need to know about accessing the general curriculum for students with significant cognitive disabilities. Research and Practice for Persons with Severe Disabilities, 31(4), 277–283. https://doi.org/10.1177/154079690603100401

  • Spooner, F., Kemp-Inman, A., Ahlgrim‐Delzell, L., Wood, L., & Davis, L. L. (2015). Generalization of literacy skills through portable technology for students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 40(1), 52–70. https://doi.org/10.1177/1540796915586190

  • Spooner, F., Knight, V. F., Browder, D. M., & Smith, B. R. (2012). Evidence-based practice for teaching academics to students with severe developmental disabilities. Remedial and Special Education, 33(6), 374–387. https://doi.org/10.1177/0741932511421634

  • Spooner, F., Knight, V., Browder, D., Jimenez, B., & Dibiase, W. (2011). Evaluating evidence-based practice in teaching science content to students with severe developmental disabilities. Research and Practice for Persons with Severe Disabilities, 36(1), 62–75. https://doi.org/10.2511/rpsd.36.1-2.62

  • Spooner, F., McKissick, B. R., & Knight, V. F. (2017). Establishing the state of affairs for evidence-based practices in students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 42(1), 8–18. https://doi.org/10.1177/1540796916684896

  • Spooner, F., McKissick, B. R., Knight, V., & Walker, R. (2014). Teaching science concepts. In D. Browder & F. Spooner (Eds.), More language arts, math, and science for students with severe disabilities (pp. 215–234). Paul H. Brookes. https://brookespublishing.com

  • Spooner, F., Root, J. R., Saunders, A. F., & Browder, D. M. (2019). An updated evidence-based practice review on teaching mathematics to students with moderate and severe developmental disabilities. Remedial and Special Education, 40(3), 150–165. https://doi.org/10.1177/0741932517751055