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856 results.
  • Browder, D. M., Saunders, A., & Root, J. (2016). Technology-assisted learning for students with moderate and severe developmental disabilities. In Information Resources Management Association (Ed.), Special and gifted education: Concepts, methodologies, tools, and applications: Vol. II (pp. 925–952). Information Science Reference. https://doi.org/10.4018/978-1-5225-0034-6.ch040

  • Browder, D. M., Spooner, F., & Bingham, M. A. (2004). Current practices in alternate assessment and access to the general curriculum for students with severe disabilities in the United States of America. Australasian Journal of Special Education, 28(2), 17–29. https://doi.org/10.1080/1030011040280203

  • Browder, D. M., Spooner, F., & Wakeman, S. (2011). Alternate assessment. In D. M. Browder & F. Spooner (Eds.), Teaching students with moderate and severe disabilities (1st ed., pp. 23–41). Guilford.

  • Browder, D. M., Spooner, F., Ahlgrim-Delzell, L., Flowers, C., Algozzine, R., & Karvonen, M. (2003). A content analysis of the curricular philosophies reflected in states’ alternate assessment performance indicators. Research and Practice for Persons with Severe Disabilities, 28(4), 165–181. https://doi.org/10.2511/rpsd.28.4.165

  • Browder, D. M., Spooner, F., Ahlgrim-Delzell, L., Harris, A., & Wakeman, S. (2008). A meta-analysis on teaching mathematics to students with significant cognitive disabilities. Exceptional Children, 74(4), 407–432. https://doi.org/10.1177/001440290807400401

  • Browder, D. M., Spooner, F., Algozzine, R., Ahlgrim-Delzell, L., Flowers, C., & Karvonen, M. (2003). What we know and need to know about alternate assessment. Exceptional Children, 70(1), 45–61. https://doi.org/10.1177/001440290307000103

  • Browder, D. M., Spooner, F., Wakeman, S., Trela, K., & Baker, J. N. (2006). Aligning instruction with academic content standards: Finding the link. Research and Practice for Persons with Severe Disabilities, 31(4), 309–321. https://doi.org/10.1177/154079690603100404

  • Browder, D. M., Trela, K., & Jimenez, B. A. (2007). Training teachers to follow a task analysis to engage middle school students with moderate and severe developmental disabilities in grade-appropriate literature. Focus on Autism and Other Developmental Disabilities, 22(4), 206–219. https://doi.org/10.1177/10883576070220040301

  • Browder, D. M., Trela, K., Courtade, G. R., Jimenez, B. A., Knight, V., & Flowers, C. (2012). Teaching mathematics and science standards to students with moderate and severe developmental disabilities. The Journal of Special Education, 46(1), 26–35. https://doi.org/10.1177/0022466910369942

  • Browder, D. M., Wakeman, S. Y., & Flowers, C. (2006). Assessment of progress in the general curriculum for students with disabilities. Theory Into Practice, 45(3), 249–259. https://doi.org/10.1207/s15430421tip4503_7

  • Browder, D. M., Wakeman, S. Y., & Flowers, C. (2009). Alignment of alternate assessments with state standards. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 61–91). Paul H. Brookes.

  • Browder, D. M., Wakeman, S. Y., Flowers, C., Rickelman, R., Pugalee, D., & Karvonen, M. (2007). Creating access to the general curriculum with links to grade-level content for students with significant cognitive disabilities: An explication of the concept. The Journal of Special Education, 41(1), 2–16. https://doi.org/10.1177/00224669070410010101

  • Browder, D. M., Wakeman, S., & Flowers, C. (2009). Which came first – the curriculum or the assessment? In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 329–333). Paul H. Brookes.

  • Browder, D. M., Wood, L., Thompson, J., & Ribuffo, C. (2015). Evidence-based practices for students with severe disabilities (CEEDAR Document No. IC-3). University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform (CEEDAR) Center. http://ceedar.education.ufl.edu/tools/innovation-configurations/

  • Brown, F., & Snell, M. E. (2000). Meaningful assessment. In F. Brown & M. E. Snell (Eds.), Instruction of students with severe disabilities (5th ed., pp. 67–114). Pearson Education.

  • Brown, H. M., Oram-Cardy, J., & Johnson, A. (2013). A meta-analysis of the reading comprehension skills of individuals on the autism spectrum. Journal of Autism and Developmental Disorders, 43(4), 932–955. https://doi.org/10.1007/s10803-012-1638-1

  • Bruce, S. M. (2011). Severe and multiple disabilities. In J. M. Kauffman & D. P. Hallahan (Eds.), Handbook of special education (1st ed., pp. 291–303). Routledge.

  • Bruce, S. M., & Ivy, S. E. (2017). Severe and multiple disabilities. In J. M. Kauffman, D. P. Hallahan, & P. C. Pullen (Eds.), Handbook of special education (2nd ed., pp. 411–427). Routledge.

  • Bruster, D. (2011). Who does the alternate assessment really assess? Journal of the American Academy of Special Education Professionals, 2011(Spring-Summer), 33–40. http://aasep.org/aasep-publications/journal-of-the-american-academy-of-special-education-professionals-jaasep/index.html

  • Bulut, O., Lei, M., & Guo, Q. (2018). Item and testlet position effects in computer-based alternate assessments for students with disabilities. International Journal of Research & Method in Education, 41(2), 169–183. https://doi.org/10.1080/1743727X.2016.1262341