Matching Students to Augmentative and Alternative Communication: A Single Case Study
JSarah DiMeo, Ph.D., OTR/L – Mary Frances Baxter, Ph.D., OTTexas Woman’s University – Susan Zapf, Ph.D., OTRRocky Mountain University of
Classroom and Teaching Strategies
Recommended courses
Running the classroom and teaching the lesson: classroom management, routines, reading, writing and math instruction, UDL, technology, paraprofessionals.
174 of 591 pages match
See every Classroom and Teaching Strategies item in the LibraryMatching pages, newest first
Supervisory Teacher Coaching in K-12 Classrooms
By Millicent Carmouche, Alabama Agricultural and Mechanical University; Jelisa Thompson, Alabama Agricultural and Mechanical University Issue: Winter 2018 DOI: 10.64546/jaasep.352
Supervisory Teacher Coaching in K-12 Classrooms
Millicent Carmouche, Ph.D. – Jelisa Thompson, M.Ed.Alabama Agricultural and Mechanical University Abstract Coaching has been identified as a critical support
Strengthening Social and Emotional Intelligences Through Writing
By Jeanne Hager Burth, University of Pittsburgh at Greensburg; Michelle McConnell, California University of Pennsylvania Issue: Fall 2017 DOI: 10.64546/jaasep.344
Use of Social Narratives as an Evidence-Based Practice to Support Employment of Young Adults with ASD: Practitioner’s Guide
By Jamie Thomas, University of North Texas; Susan Nix, University of North Texas Issue: Winter 2017 DOI: 10.64546/jaasep.332 The Centers
Effectiveness of Pearson’s SuccessMaker Mathematics for Students with Disabilities
By Steven K. McKissick, Texas A&M University Issue: Winter 2017 DOI: 10.64546/jaasep.329 Educators and researchers have spent more than thirty
Teaching Reading Comprehension to Students with Autism Spectrum Disorders in Social Studies Classrooms: Middle School Teacher Perceptions
By Lisa Burke, lmhurst College; Wu-Ying Hsieh, University of Hong Kong; Norma Lopez-Reyna, University of Illinois at Chicago; Kathryn Servilio,
Action Research Report: Using Objects to Increase Reading Comprehension in Students with Significant Cognitive Disabilities
By Sheila Bravo Issue: Fall 2016 DOI: 10.64546/jaasep.314 Students with the most significant cognitive disabilities can be described following the
A Pilot Examination of the Adapted Protocol for Classroom Pivotal Response Teaching
By Aubyn C. Stahmer, University of California, Davis; Jessica Suhrheinrich, University of California, San Diego; Sarah Rieth, San Diego State