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880 results.

  • Browder, D. M., Karvonen, M., Davis, S., Fallin, K., & Courtade-Little, G. (2005). The impact of teacher training on state alternate assessment scores. Exceptional Children, 71(3), 267–282. https://doi.org/10.1177/001440290507100304

  • Browder, D. M., Lee, A., & Mims, P. (2011). Using shared stories and individual response modes to promote comprehension and engagement in literacy for students with multiple, severe disabilities. Education and Training in Autism and Developmental Disabilities, 46(3), 339–351. http://www.daddcec.com/etadd.html

  • Browder, D. M., Mims, P. J., Spooner, F., Ahlgrim-Delzell, L., & Lee, A. (2009). Teaching elementary students with multiple disabilities to participate in shared stories. Research and Practice for Persons with Severe Disabilities, 33(1–2), 3–12. https://doi.org/10.2511/rpsd.33.1-2.3

  • 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.