AA-AAAS Bibliography: Search

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1250 results.

  • Thompson, S., Thurlow, M., & Lazarus, S. (2001). Reporting on the state assessment performance of students with disabilities. The Institute for the Study of Exceptional Youth and Children & Educational Policy Reform Research Institute, University of Maryland. http://www.education.umd.edu/EDSP/eprri/PDFs/TR3.pdf

  • Thompson, S., Thurlow, M., Quenemoen, R., Esler, A., & Whetstone, P. (2001). Addressing standards and assessments on state IEP forms (Synthesis Report No. 38). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Synthesis38.html
  • Thompson, W. J. (2020). Reliability for the Dynamic Learning Maps assessments: A comparison of methods (Technical Report No. 20-03). University of Kansas, Accessible Teaching, Learning, and Assessment Systems. https://dynamiclearningmaps.org/publications
  • Thompson, W. J., & Hoover, J. C. (2021). Using propensity scores to evaluate changes in cross-year performance distributions (Technical Report No. 21-01). University of Kansas, Accessible Teaching, Learning, and Assessment Systems (ATLAS). https://dynamiclearningmaps.org/publications
  • Thompson, W. J., & Nash, B. (2022). A diagnostic framework for the empirical evaluation of learning maps. Frontiers in Education, 6, 714736. https://doi.org/10.3389/feduc.2021.714736
  • Thurlow, M. L., Hinkle, A. R., Lazarus, S. S., & Liu, K. K. (2024). Revisiting the meaning of “reduced depth, breadth, and complexity” for AA-AAAS (NCEO Report 441). National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/report441/default.htm

  • Thurlow, M. L., Lazarus, S. S., Thompson, S. J., & Morse, A. B. (2005). State policies on assessment participation and accommodations for students with disabilities. The Journal of Special Education, 38(4), 232–240. https://doi.org/10.1177/00224669050380040401

  • Thurlow, M. L., Lazarus, S., Thompson, S., & Robey, J. (2002). 2001 state policies on assessment participation and accommodations (Synthesis Report No. 46). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Synthesis46.html
  • Thurlow, M. L., Quenemoen, R. F., Lazarus, S. S., Moen, R. E., Johnstone, C. J., Liu, K. K., Christensen, L. L., Albus, D. A., & Altman, J. (2008). A principled approach to accountability assessments for students with disabilities (Synthesis Report No. 70). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Synthesis70/index.htm
  • Thurlow, M., Olsen, K., Elliott, J., Ysseldyke, J., Erickson, R., & Ahearn, E. (1996). Alternate assessments for students with disabilities (Policy Brief No. 5). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/archive/Policy/Policy5.html
  • 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
  • Ticha, 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://ici.umn.edu/products/119
  • 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