AA-AAAS Bibliography: Search

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1250 results.
  • Bouck, E. C., & Park, J. (2020). App-based manipulatives and the system of least prompts to support acquisition, maintenance, and generalization of adding integers. Education and Training in Autism and Developmental Disabilities, 55(2), 158–172. https://www.jstor.org/journal/eductraiautideve
  • Bouck, E. C., Bartz, K., & Costello, M. P. (2021). Transition planning involvement and students with intellectual disability: Findings from the NLTS 2012. Education and Training in Autism and Developmental Disabilities, 56(2), 173–189. https://www.jstor.org/journal/eductraiautideve
  • Bouck, E. C., Jasper, A., Bassette, L., Shurr, J., & Miller, B. (2013). Applying TAPE: Rethinking academic assistive technology for students with physical disabilities, multiple disabilities, and other health impairment. Physical Disabilities: Education and Related Services, 32(1), 31–54. https://scholarworks.iu.edu/journals/index.php/pders/issue/archive
  • Bouck, E. C., Long, H., & Jakubow, L. (2023). Using technology to enhance learning for students with intellectual disabilities. In J. P. Bakken & F. E. Obiakor (Eds.), Using technology to enhance special education (pp. 51–70). Emerald. https://doi.org/10.1108/S0270-401320230000037004
  • Bouck, E. C., Long, H., & O’Reilly, C. (2024). Learning to make change via virtual money manipulative, system of least prompts, and modeling online. Focus on Autism and Other Developmental Disabilities, 39(3), 187–199. https://doi.org/10.1177/10883576241230924

  • Bouck, E., & Joshi, G. S. (2015). Does curriculum matter for secondary students with Autism Spectrum Disorders: Analyzing the NLTS2. Journal of Autism and Developmental Disorders, 45(5), 1204–1212. https://doi.org/10.1007/s10803-014-2281-9

  • Bouck, E., Jakubow, L., & Reiley, S. (2024). Special education of students with intellectual disabilities: Advancing values. In F. E. Obiakor & J. P. Bakken (Eds.), Special education: Advancing values (pp. 55–68). Emerald. https://doi.org/10.1108/S0270-401320240000038004
  • Bouck, E., Long, H., & Jakubow, L. (2022). Teaching division online to students via a virtual manipulative instructional sequence. Education and Training in Autism and Developmental Disabilities, 57(1), 16–30. https://www.jstor.org/journal/eductraiautideve
  • Bowman, J. A., McDonnell, J., Karp, K., Coleman, O. F., Clifton, C., Conradi, L. A., Ryan, J., & Farrell, M. (2024). Using mixed methods to evaluate modified schema-based instruction in general education classrooms. Research and Practice for Persons with Severe Disabilities, 49(2), 126–145. https://doi.org/10.1177/15407969241242677

  • Bowman, J. A., McDonnell, J., Ryan, J. H., & Fudge-Coleman, O. (2019). Effective mathematics instruction for students with moderate and severe disabilities: A review of the literature. Focus on Autism and Other Developmental Disabilities, 34(4), 195–204. https://doi.org/10.1177/1088357619827932

  • Bowman, J. A., McDonnell, J., Ryan, J., Coleman, O. F., Conradi, L. A., & Eichelberger, C. (2020). Effects of general education teacher-delivered embedded instruction to teach students with intellectual disability to solve word problems. Education and Training in Autism and Developmental Disabilities, 55(3), 318–331. https://www.jstor.org/journal/eductraiautideve
  • Bowman, J. A., Wu, Y.-C., Wakeman, S., Ghere, G., & Johnson, H. (2024). Separate school placement for students with extensive support needs and the potential impact of locale and charter school enrollment. The Journal of Special Education, 58(2), 111–122. https://doi.org/10.1177/00224669241231546

  • Boyd, T. K., Barnett, J. E. H., & More, C. M. (2015). Evaluating iPad technology for enhancing communication skills of children with autism spectrum disorders. Intervention in School and Clinic, 51(1), 19–27. https://doi.org/10.1177/1053451215577476

  • Bradford, P. K. (2021). A qualitative study of programs including students with complex support needs in the general education curriculum (Publication No. 28317520) [Doctoral dissertation, The George Washington University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2494876200
  • Brady, L. B. (2022). Quantitative analysis of classroom communication environments for learners with deafblindness. The Journal of Special Education, 56(2), 85–96. https://doi.org/10.1177/00224669211041395
  • Brelinsky, S. (2018). Educator attitudes, challenges, and best practices when including students with significant disabilities in the regular education setting (Publication No. 10934449) [Doctoral dissertation, College of Saint Elizabeth]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2186638185
  • Britt, A. P. (2015). Improving the comprehension of students with significant developmental disabilities: Systematic instruction on the steps for completing and using a graphic organizer (Publication No. 10031791) [Doctoral dissertation, George Mason University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1773521747
  • Brock, M. E. (2022). A tiered approach for training paraeducators to use evidence-based practices for students with significant disabilities. TEACHING Exceptional Children, 54(3), 224–233. https://doi.org/10.1177/00400599211006745

  • Brock, M. E., & Carter, E. W. (2013). A systematic review of paraprofessional-delivered educational practices to improve outcomes for students with intellectual and developmental disabilities. Research and Practice for Persons with Severe Disabilities, 38(4), 211–221. https://doi.org/10.1177/154079691303800401

  • Brock, M. E., Biggs, E. E., Carter, E. W., Cattey, G. N., & Raley, K. S. (2016). Implementation and generalization of peer support arrangements for students with severe disabilities in inclusive classrooms. The Journal of Special Education, 49(4), 221–232. https://doi.org/10.1177/0022466915594368