AA-AAAS Bibliography: Search

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1250 results.
  • 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

  • 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