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Browder, D. M., Ahlgrim-Delzell, L., Courtade, G. R., Gibbs, S. L., & Flowers, C. (2008). Evaluation of the effectiveness of an early literacy program for students with significant developmental disabilities. Exceptional Children, 75(1), 33–52. https://doi.org/10.1177/001440290807500102
Browder, D. M., Ahlgrim-Delzell, L., Flowers, C., Karvonen, M., Spooner, F., & Algozzine, R. (2005). How states implement alternate assessments for students with disabilities: Recommendations for national policy. Journal of Disability Policy Studies, 15(4), 209–220. https://doi.org/10.1177/10442073050150040301
Browder, D. M., Ahlgrim-Delzell, L., Pugalee, D. K., & Jimenez, B. A. (2006). Enhancing numeracy. In D. M. Browder & F. Spooner (Eds.), Teaching language arts, math and science to students with significant cognitive disabilities. Paul H. Brookes.
Browder, D. M., Ahlgrim‐Delzell, L., Spooner, F., Mims, P. J., & Baker, J. S. (2009). Using time delay to teach literacy to students with severe developmental disabilities. Exceptional Children, 75(3), 343–364. https://doi.org/10.1177/001440290907500305
- Browder, D. M., Fallin, K., Davis, S., & Karvonen, M. (2003). Consideration of what may influence student outcomes on alternate assessment. Education and Training in Developmental Disabilities, 38(3), 255–270. https://www.jstor.org/journal/eductraidevedisa
Browder, D. M., Flowers, C., & Wakeman, S. Y. (2008). Facilitating participation in assessments and the general curriculum: Level of symbolic communication classification for students with significant cognitive disabilities. Assessment in Education: Principles, Policy & Practice, 15(2), 137–151. https://doi.org/10.1080/09695940802164176
Browder, D. M., Flowers, C., Ahlgrim-Delzell, L., Karvonen, M., Spooner, F., & Algozzine, R. (2004). The alignment of alternate assessment content with academic and functional curricula. The Journal of Special Education, 37(4), 211–223. https://doi.org/10.1177/00224669040370040101
Browder, D. M., Gibbs, S. L., Ahlgrim-Delzell, L., Courtade, G., Mraz, M., & Flowers, C. (2009). Literacy for students with significant cognitive disabilities: What should we teach and what should we hope to achieve? Remedial and Special Education, 30(5), 269–282. https://doi.org/10.1177/0741932508315054
Browder, D. M., Hudson, M. E., & Wood, A. L. (2013). Teaching students with moderate intellectual disability who are emergent readers to comprehend passages of text. Exceptionality, 21(4), 191–206. https://doi.org/10.1080/09362835.2013.802236
- Browder, D. M., Hudson, M. E., & Wood, L. (2014). Using principles of high quality instruction in the general education classroom to provide access to the general education curriculum. In J. McLeskey, N. L. Waldron, F. Spooner, & B. Algozzine (Eds.), Handbook of effective inclusive schools: Research and practice (pp. 339–351). Routledge.
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. https://www.jstor.org/journal/eductraiautideve
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