Accommodations for Students with Disabilities Bibliography: Database

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780 results.
  • Barton, K. E., & Huynh, H. (2003). Patterns of errors made by students with disabilities on a reading test with oral reading administration. Educational and Psychological Measurement, 63(4), 602–614. https://doi.org/10.1177/0013164403256363

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  • Barton, K. E., Sheinker, A., Edelblut, P., Elliot, S., & Mikulas, C. (2003, April). Comparability and accessibility: On line versus on paper writing prompt administration and scoring across students with various abilities [Paper presentation]. Annual meeting of the National Council on Measurement in Education, Chicago, IL, United States.

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  • Batho, L. P., Martinussen, R., & Wiener, J. (2020). The effects of different types of environmental noise on academic performance and perceived task difficulty in adolescents with ADHD. Journal of Attention Disorders, 24(8), 1181–1191. https://doi.org/10.1177/1087054715594421

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  • Baxter, B. (1941). An experimental analysis of the contributions of speed and level in an intelligence test. Journal of Educational Psychology, 32(4), 285–296. https://doi.org/10.1037/h0061115

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  • Bayles, M. (2009). Perceptions of educators and parents of the California High School Exit Examination (CAHSEE) requirement for students with disabilities (Publication No. 3397119) [Doctoral dissertation, California Lutheran University]. ProQuest Dissertations and Theses Global.

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  • Beal, C. R., & Rosenblum, L. P. (2018). Evaluation of the effectiveness of a tablet computer application (app) in helping students with visual impairments solve mathematics problems. Journal of Visual Impairment & Blindness, 112(1), 5–19. https://doi.org/10.1177/0145482X1811200102

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  • Beattie, S. (1982). The effect of physical test format modifications on the performance of third grade mildly handicapped and normal students (Publication No. 8302206) [Doctoral dissertation, University of Florida]. ProQuest Dissertations and Theses Global.

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  • Beattie, S., Grise, P., & Algozzine, B. (1983). Effects of test modifications on the minimum competency performance of learning disabled students. Learning Disability Quarterly, 6(1), 75–77. https://doi.org/10.2307/1510869

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  • Becker, S., & Palladino, J. (2016). Assessing faculty perspectives about teaching and working with students with disabilities. Journal of Postsecondary Education and Disability, 29(1), 65–82. https://www.ahead.org/publications/jped

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  • Beddow, P. A. (2011). Effects of testing accommodations and item modifications on students’ performance: An experimental investigation of test accessibility strategies (Publication No. 3479839) [Doctoral dissertation, Vanderbilt University]. ProQuest Dissertations and Theses Global. http://etd.library.vanderbilt.edu/available/etd-02092011-230046/unrestricted/Beddow.pdf

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  • Bennett, R. E., Braswell, J., Oranje, A., Sandene, B., Kaplan, B., & Yan, F. (2008). Does it matter if I take my mathematics test on computer? A second empirical study of mode effects in NAEP. The Journal of Technology, Learning, and Assessment, 6(9). http://ejournals.bc.edu/ojs/index.php/jtla/article/view/1639/1472

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  • Bennett, R. E., Rock, D. A., & Jirele, T. (1987). GRE score level, test completion, and reliability for visually impaired, physically handicapped, and non handicapped groups. The Journal of Special Education, 21(3), 9–21. https://doi.org/10.1177/002246698702100303

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  • Bennett, R. E., Rock, D. A., & Kaplan, B. A. (1987). SAT differential item performance for nine handicapped groups. Journal of Educational Measurement, 24(1), 41–55. https://doi.org/10.1111/j.1745-3984.1987.tb00260.x

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  • Bennett, R. E., Rock, D. A., & Novatkoski, I. (1989). Differential item functioning on the SAT-M Braille edition. Journal of Educational Measurement, 26(1), 67–79. https://doi.org/10.1111/j.1745-3984.1989.tb00319.x

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  • Berger, C., & Lewandowski, L. (2013). The effect of a word processor as an accommodation for students with learning disabilities. Journal of Writing Research, 4(3), 300–318. https://doi.org/10.17239/jowr-2013.04.03.2

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  • Bettencourt, G. M., Kimball, E., & Wells, R. S. (2018). Disability in postsecondary STEM learning environments: What faculty focus groups reveal about definitions and obstacles to effective support. Journal of Postsecondary Education and Disability, 31(4), 383–396. http://www.ahead.org/publications/jped

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  • Bielinski, J., Sheinker, A., & Ysseldyke, J. (2003). Varied opinions on how to report accommodated test scores: Findings based on CTB/McGraw-Hill’s framework for classifying accomodations (Synthesis Report No. 49). University of Minnesota, National Center on Educational Outcomes. http://www.cehd.umn.edu/NCEO/OnlinePubs/Synthesis49.html

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  • Bielinski, J., Thurlow, M., Ysseldyke, J., Freidebach, J., & Freidebach, M. (2001). Read-aloud accommodations: Effects on multiple-choice reading and math items (Technical Report No. 31). University of Minnesota, National Center on Educational Outcomes. http://www.cehd.umn.edu/nceo/OnlinePubs/Technical31.htm

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  • Bishop-Temple, C. (2007). The effects of interactive read-alouds on the reading achievement of middle grade reading students in a core remedial program (Publication No. 3287381) [Doctoral dissertation, Florida Atlantic University]. ProQuest Dissertations and Theses Global.

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  • Blanding, K. M., Richards, J., Bradley-Johnson, S., & Johnson, M. J. (1994). The effect of token reinforcement on McCarthy Scale performance for white preschoolers of low and high social position. Journal of Behavioral Education, 4(1), 33–39. https://doi.org/10.1007/BF01560507

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