AA-AAAS Bibliography: Search

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1255 results.

  • 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

  • Toews, S. G. (2020). Supporting access to literacy instruction for students with extensive support needs in general education settings through shared reading (Publication No. 27964752) [Doctoral dissertation, University of Kansas]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2427496597

  • Toews, S. G., McQueston, J., & Kurth, J. A. (2021). Evaluation of the evidence base for shared reading to support literacy skill development for students with extensive support needs. Research and Practice for Persons with Severe Disabilities, 46(2), 77–93. https://doi.org/10.1177/15407969211008531

  • Toews, S. G., Miller, A. L., Kurth, J. A., & Turner, E. L. (2020). Unit co-planning for academic and college and career readiness in inclusive secondary classrooms. 53(1), 44–51. https://doi.org/10.1177/0040059920916855
  • Toews, S. G., Zimmerman, K. N., Kurth, J. A., & Crump, N. (advance online publication). Comparison of using modified and nonmodified books on comprehension of students with extensive support needs. Remedial and Special Education. https://doi.org/10.1177/07419325241234079
  • Tofte, M. A., & Andzik, N. R. (2023). Productivity in projects: Adjusting project-based learning for students with autism. Inclusive Practices, 2(2–3), 63–71. https://doi.org/10.1177/27324745231190857

  • Tomaino, M. A. E., Greenberg, A. L., Kagawa-Purohit, S. A., Doering, S. A., & Miguel, E. S. (2022). An assessment of the feasibility and effectiveness of distance learning for students with severe developmental disabilities and high behavioral needs. Behavior Analysis in Practice, 15, 243–259. https://doi.org/10.1007/s40617-020-00549-1

  • Towles-Reeves, E. (2008). Alternate assessments based on alternate achievement standards for students with the most significant disabilities: Principals’ perceptions (Publication No. 3298876) [Doctoral dissertation, University of Kentucky]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304835722

  • Towles-Reeves, E. (2008). Alternate assessments: Leaving no child behind amid standards-based reform. In R. C. Johnson & R. E. Mitchell (Eds.), Testing deaf students in an age of accountability (pp. 76–91). Washington, DC.

  • Towles-Reeves, E., & Kleinert, H. (2006). The impact of one state’s alternate assessment upon instruction and IEP development. Rural Special Education Quarterly, 25(3), 31–39. https://doi.org/10.1177/875687050602500305

  • Towles-Reeves, E., Garrett, B., Burdette, P. J., & Burdge, M. (2006). Validation of large-scale alternate assessment systems and their influence on instruction - What are the consequences? Assessment for Effective Intervention, 31(3), 45–57. https://doi.org/10.1177/073724770603100304

  • Towles-Reeves, E., Kearns, J., Kleinert, H., & Kleinert, J. (2009). An analysis of the learning characteristics of students taking alternate assessments based on alternate achievement standards. The Journal of Special Education, 42(4), 241–254. https://doi.org/10.1177/0022466907313451

  • Towles-Reeves, E., Kleinert, H., & Anderman, L. (2008). Alternate assessments based on alternate achievement standards: Principals’ perceptions. Research and Practice for Persons with Severe Disabilities, 33(3), 122–133. https://doi.org/10.2511/rpsd.33.3.122

  • Towles-Reeves, E., Kleinert, H., & Muhomba, M. (2009). Alternate assessment: Have we learned anything new? Exceptional Children, 75(2), 233–252. https://doi.org/10.1177/001440290907500206

  • Trausch, K. J., Brock, M. E., & Anderson, E. J. (2022). Efficacy of paraeducators facilitating peer support arrangements for elementary students with multiple disabilities. Remedial and Special Education, 43(6), 392–403. https://doi.org/10.1177/07419325211063607
  • Travers, H. E., & Schles, R. A. (2023). An examination of interstate differences in eligibility criteria for deafblindness. Journal of Visual Impairment & Blindness, 117(3), 212–223. https://journals.sagepub.com/home/jvb

  • Trela, K., Jimenez, B. A., & Browder, D. M. (2008). Teaching to the standards in mathematics: A literacy-based approach for students with moderate and severe disabilities. Attainment Company.