AA-AAAS Bibliography: Search

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1255 results.

  • Spooner, F., Saunders, A., Root, J., & Brosh, C. (2017). Promoting access to Common Core mathematics for students with severe disabilities through mathematical problem solving. Research and Practice for Persons with Severe Disabilities, 42(3), 171–186. https://doi.org/10.1177/1540796917697119

  • SRI International, . (2012). Alternate assessment design – English language arts. Technical report 7: Task tryout study: Design, analysis, and results. Author. http://alternateassessmentdesign.sri.com/techreports/AAD_ELA_TechRpt7_FINAL.pdf

  • Starcic, A. I., Cotic, M., & Zajc, M. (2013). Design-based research on the use of a tangible user interface for geometry teaching in an inclusive classroom. British Journal of Educational Technology, 44(5), 729–744. https://doi.org/10.1111/j.1467-8535.2012.01341.x

  • Stasolla, F., & Passaro, A. (2020). Enhancing life skills of children and adolescents with autism spectrum disorder and intellectual disabilities through technological supports: A selective overview. In T. Wadhera & D. Kakkar (Eds.), Interdisciplinary approaches to altering neurodevelopmental disorders (pp. 41–62). IGI Global. https://doi.org/10.4018/978-1-7998-3069-6.ch004

  • Stenhoff, D. M., Pennington, R. C., & Tapp, M. C. (2020). Distance education support for students with autism spectrum disorder and complex needs during COVID-19 and school closures. Rural Special Education Quarterly, 39(4), 211–219. https://doi.org/10.1177/8756870520959658
  • Stephanson, J. (2023). Implementation issues impeding evidence-based instruction for students with significant cognitive disabilities in one public school system (Publication No. 30686711) [Doctoral dissertation, University of Maryland, College Park]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2924887350
  • Sterrett, K., Holbrook, A., Landa, R., Kaiser, A., & Kasari, C. (2023). The effect of responsiveness to speech-generating device input on spoken language in children with autism spectrum disorder who are minimally verbal. Augmentative and Alternative Communication, 39(1), 23–32. https://doi.org/10.1080/07434618.2022.2120070

  • Stevens, M. A., & Burns, M. K. (2021). Practicing keywords to increase reading performance of students with intellectual disability. American Journal on Intellectual and Developmental Disabilities, 126(3), 230–248. https://doi.org/10.1352/1944-7558-126.3.230

  • Stockall, N., & Smith, R. E. (2013). Alternative assessment portfolios for students with intellectual disabilities: A case study. Exceptionality, 21(3), 127–146. https://doi.org/10.1080/09362835.2013.771557

  • Storie, S. O., Coogle, C. G., & Rahn, N. L. (2022). Technology-enhanced dialogic reading experiences for children with developmental disabilities. Journal of Special Education Technology, 37(2), 327–335. https://doi.org/10.1177/0162643421999004
  • Stuart, S., & Van Handel, K. (2023). Using technology to enhance learning for students with autism spectrum disorders. In J. P. Bakken & F. E. Obiakor (Eds.), Using technology to enhance special education (pp. 105–123). Emerald. https://doi.org/10.1108/S0270-401320230000037008

  • 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