Manuscripts/Journal Articles

General Curriculum Access

Ahlgrim-Delzell, L. (2009). Educational assessment issues. In C. Zangari & G. Soto (Eds.), Practically speaking: Language, literacy, and academic development for students with AAC needs. Baltimore: Paul H. Brookes.

Bingham, M. A., Spooner, F., & Browder, D. M. (2007). Training para-educators to promote the use of augmentative and alternative communication by students with significant disabilities. Education and Training in Developmental Disabilities, 42, 339-352.

Browder, D. M., Ahlgrim-Delzell, L., Courtade-Little, G., & Snell, M. (2005). General curriculum access.  In M. Snell & F. Brown (Eds.). Instruction of students with severe disabilities (6^th ed., pp. 489-525). Merrill/Prentice Hall: Upper Saddle River, NJ.

Browder, D. M., & Cooper-Duffy, K. (2003). Evidence-based practices for students with severe disabilities and the NCLB requirement for adequate yearly progress in reading, math, and science. The Journal of Special Education, 37, 157-163. 

Browder, D.M., Spooner, F., Ahlgrim-Delzell,L, Hudson, M., Jimenez, B., & Mims, P. J. (2010). The contributions of experimental research to access to general curriculum for students with severe disabilities. Manuscript submitted for publication.

Browder, D. M., Wakeman, S. Y., & Flowers, C. (2006). Assessment of progress in the general curriculum for students with disabilities. Theory Into Practice, 45, 249-259.

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, 2-16.

Spooner, F., Baker, J. N., Harris, A. A., Ahlgrim-Delzell, A., & Browder, D. M. (2007). Effects of training in Universal Design for Learning on lesson plan development, Remedial and Special Education, 28, 108-116.

Wakeman, S. Y., Browder, D. M., Flowers, C., & Ahlgrim-Delzell, L. (2006). Principal’s knowledge of fundamental and current issues in special education. NAASP Bulletin. 90, 153-174.

Alignment

Browder, D. M., Flowers, C., Ahlgrim-Delzell, L., Karvonen, M., Spooner, F., & Algozzine, R. (2004). The alignment of alternate assessment content to academic and functional curricula. The Journal of Special Education, 37, 211-223.

Browder, D. M., Spooner, F., & Wakeman, S. (in press). Alternate assessment. In D. M. Browder & F. Spooner (Eds.), Curriculum and instruction for students with severe disabilities: Finding the balance. New York: Guilford Press.

Browder, D. M., Spooner, F., Wakeman, S. Y., Trela, K., & Baker, J. (2006). Aligning instruction with academic content standards: Finding the link. Research and Practice for Persons with Severe Disabilities, 31, 309-321.

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, 137-151.

Browder, D. M., Wakeman, S. Y., & Flowers, C. (2009). Alignment of alternate assessments with state standards. In W. D. Schafer and R. Lissitz (Ed.), Technical Quality of Alternate Assessments based on Alternate Achievement Standards. Baltimore: Brookes Publishing.

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, 2-16.   EXECUTIVE SUMMARY

Courtade-Little, G., & Browder, D. M. (2005). Aligning IEPs with academic standards for students with moderate and severe disabilities. Verona, WI: Attainment Company.

Fincher, M. & Flowers, C. (2009). Georgia alternate assessment: A portfolio approach. In W. D. Schafer and R. Lissitz (Ed.), Technical Quality of Alternate Assessments based on Alternate Achievement Standards. Baltimore: Brookes Publishing.

Flowers, C., Browder, D. M., & Ahlgrim-Delzell, L. (2006). An analysis of three states alignment between language arts and math standards and alternate assessment. Exceptional Children, 72, 201-216.

Flowers, C., Browder, D. M., Ahlgrim-Delzell, L. & Spooner, F. (2006). Promoting the alignment of curriculum assessment, and instruction. In D. Browder & F. Spooner (Eds.), Teaching reading, math, and science to students with significant cognitive disabilities (pp. 63-91). Baltimore: Brookes Publishing.

Flowers, C., Browder, D. M., Wakeman, S. & Karvonen, M. (2006). Portfolio alternate assessment alignment study: Report to State A Department of Education. Charlotte: University of North Carolina at Charlotte, National Alternate Assessment Center. REPORT

Flowers, C., Browder, D. M., Wakeman, S. & Karvonen, M. (2006). Alternate assessment alignment study: Report to State B Department of Education. Charlotte: University of North Carolina at Charlotte, National Alternate Assessment Center. REPORT

Flowers, C., Browder, D. M., Wakeman, S. & Karvonen, M. (2007). Alternate assessment alignment study: Report to State C Department of Education. Charlotte: University of North Carolina at Charlotte, National Alternate Assessment Center. REPORT          CIS REPORT

Flowers, C., Browder, D. M., Wakeman, S. & Karvonen, M. (2007). Alternate assessment alignment study: Report to State D Department of Education. Charlotte: University of North Carolina at Charlotte, National Alternate Assessment Center. REPORT        CIS REPORT

Flowers, C., Browder, D. M., Wakeman, S. & Karvonen, M. (2007). Alternate assessment alignment study: Report to Michigan Department of Education. Charlotte: University of North Carolina at Charlotte, National Alternate Assessment Center.  REPORT*  CIS REPORT

*For more information about the Michigan MI-Access, contact Peggy Dutcher at the Michigan Department of Education, dutcherp@mi.gov, (517) 241-4416.

Karvonen, Flowers, Wakeman. (2010). Predictors of access to the general curriculum for students with significant cognitive disabilities. Manuscript submitted for publication.

Karvonen, M., Wakeman, S. Y., Flowers, C., & Browder, D. M. (2007). Measuring the enacted curriculum for students with significant cognitive disabilities. Assessment for Effective Intervention, 33(1), 29-38.

Karvonen, M., Wakeman, S., Browder, D., Rogers, M., & Flowers, C. (2010). Academic curriculum for students with significant cognitive disabilities: Special education teacher perspectives a decade after IDEA 1997. Manuscript submitted for publication.

Quenemoen, R., Kearns, J., Quenemoen, M., Flowers, C., & Kleinert, H. (2010). Common misperceptions and research-based recommendations for alternate assessment based on alternate achievement standards. National Center on Educational Outcomes. Retrieved from http://cehd.umn.edu/nceo/OnlinePubs/technicalreports.html

Wakeman, S. Y., Browder, D., Flowers, C., & Karvonen, M. (in press). Alternate achievement standards for alternate assessments: Considerations for policy and practice.  In  M. Russell (Ed.), Assessment in the Margins.

Wakeman, S. Y., Browder, D., Jimenez, B., & Mims, P. (in press). Aligning curriculum with grade-specific content standards: Using eight criteria to create access. In H. Kleinert and J. Kearns (Eds.), Alternate Assessment for Students with Significant Cognitive Disabilities: An Educator’s Guide.

Wakeman, S. Y., Browder, D. M., Meier, I., & McColl, A. (2007). The implications of No Child Left Behind for students with developmental disabilities. Mental Retardation and Developmental Disabilities Research Reviews, 13, 143-150.     ABSTRACT

Wakeman, S. Y., Flowers, C., & Browder, D. M. (2007, November). Aligning alternate assessments based on alternate achievement standards to grade level content standards. National Center on Educational Outcomes Policy Directions 19. http://cehd.umn.edu/nceo

Wakeman, S. Y., Flowers, C., & Browder, D. M. (2007, November). Planning alignment studies for alternate assessments based on alternate achievement standards. National Center on Educational Outcomes Policy Directions 20. http://cehd.umn.edu/nceo

Alternate Assessment

Ahlgrim-Delzell, L., Flowers, C., Browder, D. M., & Wakeman, S. School administrators’ perceptions of the impact of alternate assessments. Manuscript submitted for publication. ABSTRACT    SURVEY

Browder, D. M., Fallin, K., Davis, S., & Karvonen, M. (2003). A consideration of what may influence student outcomes on alternate assessment. Education and Training in Mental Retardation and Developmental Disabilities, 38, 255-270.

Browder, D. M., Flowers, C., Ahlgrim-Delzell, L, Karvonen, M., Spooner, F., & Algozzine, R. (2004). The alignment of alternate assessment content to academic and functional curricula. The Journal of Special Education, 37, 211-224.

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, 267-282.

Flowers, C., Wakeman, S., Browder, D., & Karvonen, M. (2009). An alignment protocol for alternate assessments based on alternate achievement standards. Educational Measurements: Issues and Practice, 28 (1), 25-37.

Karvonen, M., Flowers, C., Browder, D. M., Wakeman, S. Y., & Algozzine, B. (2006). Case study of the influences on alternate assessment outcomes for students with disabilities. Education and Training in Developmental Disabilities, 41, 95-110.

Spooner, F., Ahlgrim-Delzell, L., Kohprasert, K., Baker, J., & Courtade, G. R. (2008). Content analysis of science performance indicators in alternate assessment. Remedial and Special Education, 29, 343-351.

RAISE Literacy Project

Ahlgrim-Delzell, L. (2010). “Assessing all children” in early childhood assessment: Why, what and how. National Head Start Association Dialog, 13(2), 134-140.

Ahlgrim-Delzell, L., Browder, D., Flowers, C., & Baker, J. (2008). Proposal for the Nonverbal Literacy Assessment (NVLA): An Assessment of Early Literacy Skills for Students with Significant Developmental Disabilities Who Are Nonverbal. pdf link

Ahlgrim-Delzell, L., Rickelman, B., & Clayton, J. (in press). Reading instruction and assessment linked to grade-level standards. In H. Kleinert & J. Kearns (Eds.) Meaningful outcomes for students with significant cognitive disabilities: Alternate assessment, alternate achievement standards. Baltimore: Paul H. Brookes.

Baker, J., Spooner, F., Ahlgrim-Delzell, L., Flowers, C., & Browder, D. (2010). A measured of emergent literacy for students with severe developmental disabilities. Psychology in the Schools, 47(5), 501-513.

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 using group randomized trial research. Exceptional Children, 75, 33-52.

Browder, D. M., Ahlgrim-Delzell, L., Flowers, C., Baker, J. (2010). An evaluation of a comprehensive early literacy program for students with severe developmental disabilities. Manuscript submitted for publication.

Browder, D. M., Ahlgrim-Delzell, L., Spooner, F., Mims, P., & Baker, J. (2009). Using time delay to teach literacy to students with severe developmental disabilities. Exceptional Children, 75, 343-364.

Browder, D. M., Gibbs, S. L., Ahlgrim-Delzell, L., Courtade, G., Mraz, M., & Flowers, C. (2008). Literacy for students with severe developmental disabilities: What should we teach and what should we hope to achieve? Remedial and Special Education. Prepublished June 17, 2008; 10.1177/0741932508315054

Browder, D. M., Courtade-Little, G. R., Wakeman, S., & Rickelman, R. (2006). From sight words to emergent literacy.  In D. Browder & F. Spooner (Eds.), Teaching reading, math, and science to students with significant cognitive disabilities (pp. 63-91). Baltimore: Brookes Publishing.

Browder, D. M., Mims, P. J., Spooner, F., Ahlgrim-Delzell, L., & Lee, A. (2008). Teaching elementary students with multiple disabilities to participate in shared stories. Research and Practice for Persons with Severe Disabilities, 33, 3-12.

Browder, D., Lee, A., & Mims, P. J. (2010). Using shared stories and individual response modes to promote comprehension and engagement in literacy for students with multiple, severe disabilities. Education and Training in Developmental Disabilities. Manuscript submitted for publication.

Browder, D. M., Spooner, F., & Ahlgrim-Delzell, L. (in press). Literacy. In D. M. Browder & F Spooner (Eds.), Teaching students with moderate and severe disabilities. New York: Guilford.

Hicks, S. C., Stevenson, K. M., Wood, C. L., Cooke, N. L., & Mims, P. J. (2010). Effects of direct instruction on the acquisition of prepositions by students with an intellectual disability. Journal of Applied Behavior Analysis. Manuscript submitted for publication.

Mims, P., Browder, D., Baker, J., Lee, A., & Spooner, F. (2009). Increasing participation and comprehension of students with significant cognitive disabilities and visual impairments during shared stories. Education and Training in Developmental Disabilities, 44, 409-420.

Mims, P. J., Browder, D., & Spooner, F. (2010). Teaching comprehension skills to students with significant intellectual disabilities. Journal of Special Education. Manuscript submitted for publication.

Browder, D. M., Jimenez, B., Mims, P. J., Knight, V. F., Spooner, F., Lee, A. et al. (2010). The effect of a “tell-show-try-apply” (TSTA) method of professional development on teacher’s instructional alignment. Teacher Education and Special Education. Manuscript in preparation for publication.

Reading, Writing, Math, & Science

Literacy:
Browder, D. M., Ahlgrim-Delzell, L., Courtade-Little, G. R., & Snell, M. (2006). Access to the general curriculum. In M. Snell & F. Brown (Eds.), Instruction of students with severe disabilities (6th ed., pp. 489-525). Upper Saddle River, NJ: Merrill/Prentice-Hall.

Browder, D., M., Ahlgrim-Delzell, Spooner, F., Mims, P. J., & Baker, J. (in press). Using time delay to teach picture and word recognition to identify evidence-based practice for students with severe developmental disabilities. Exceptional Children.

Browder, D. M., Courtade-Little, G., Wakeman, S., & Rickelman, R. (2006). From sight words to emergent literacy. In D. Browder & F. Spooner (Eds.), Teaching reading, math, and science to students with significant cognitive disabilities (pp. 63-91). Baltimore: Brookes Publishing.

Browder, D. M., Trela, K., & Jimenez, B. (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, 206-219.  ABSTRACT

Browder, D. M., Wakeman, S. Y., Spooner, F., Ahlgrim-Delzell, L., & Algozzine, B. (2006). Research on reading instruction for individuals with significant cognitive disabilities. Exceptional Children, 72, 392-408.  FULL REFERENCE LIST

Flowers, C., Browder, D. M., & Ahlgrim-Delzell, L. (2006). An analysis of three states alignment between language arts and math standards and alternate assessment. Exceptional Children, 72, 201-216.

Trela, K. (2008). The effects of I write now strategy on students with significant cognitive disabilities'  participation in composing an opinion paragraph. Doctoral Dissertation, University of North Carolina at Charlotte, 2008.

Wakeman, S. Y., Spooner, F., & Knight, V. (2007). Evidence-based practices for teaching literacy to students with significant cognitive disabilities. TASH Connections, 33(3/4), 16-19.

Math:
Browder, D. M., Ahlgrim-Delzell, L. A., Pugalee, D.K., & Jimenez, B. A. (2006). Enhancing numeracy. In D. Browder & F. Spooner (Eds.), Teaching reading, math, and science to students with significant cognitive disabilities (pp. 63-91). Baltimore: Brookes Publishing.

Browder, D. M., & Cooper-Duffy, K. (2003). Evidence-based practices for students with severe disabilities and the NCLB requirement for adequate yearly progress in reading, math, and science. Journal of Special Education, 37, 157-163. 

Browder, D. M., Spooner, F., Ahlgrim-Delzell, L., Wakeman, S.Y., & Harris, A. (2008). A meta-analysis on teaching mathematics to students with significant cognitive disabilities. Exceptional Children, 74, 407-432. ABSTRACT

Browder, D. M., Trela, K., Courtade, G. R., Jimenez, B. A., Knight. V., & Flowers, C. (2010, April). Teaching mathematics and science standards to students with moderate and severe developmental disabilities. The Journal of Special Education. Advance online publication: doi:10.1177/0022466910369942

Flowers, C., Browder, D. M., & Ahlgrim-Delzell, L. (2006). An analysis of three states alignment between language arts and math standards and alternate assessment. Exceptional Children, 72, 201-216.

Jimenez, B. A., Browder, D. M., & Courtade, G. R. (2008). Teaching an algebraic equation to high school students with moderate developmental disabilities. Education and Training in Developmental Disabilities, 43, 266-274.

Jimenez, B. A. & Trela, K. (2009). Finding the link in math instruction for students with significant cognitive disabilities. Mathematics for All: Instructional Strategies to Assist Students with Special Learning Needs. Association for Childhood Education International (ACEI). Book in press.

Trela, K., Jimenez, B. A., & Browder, D. M. (2008). Teaching to the standards in mathematics: A literacy-based approach for students with moderate and severe disabilities. Verona, WI: Attainment Company.

Science:
Browder, D. M., & Cooper-Duffy, K. (2003). Evidence-based practices for students with severe disabilities and the NCLB requirement for adequate yearly progress in reading, math, and science. The Journal of Special Education, 37, 157-163.

Browder, D. M., Trela, K., Courtade, G. R., Jimenez, B. A., & Knight. V. (2008). Teaching mathematics and science standards to students with moderate and severe developmental disabilities. Manuscript submitted for publication.
 

Courtade, G. R. (2006). The use of inquiry-based science with middle school students with significant cognitive disabilities. Doctoral dissertation. University of North Carolina at Charlotte.

Courtade, G. R., Jimenez, B. A., Trela, K., & Browder, D. M. (2008). Teaching to science standards: An inquiry based approach for middle and high school students with moderate and severe disabilities. Madison, WI: Attainment Company.

Courtade, G. R., Spooner, F., & Browder, D. M. (2007). A review of studies with students with significant cognitive disabilities that link to science standards. Research and Practice in Severe Disabilities, 32, 43-49.

Jimenez, B. A., Browder, D. M., & Courtade, G. R. (2009). An exploratory study of self-directed science concept learning by students with moderate intellectual disabilities. Research and Practice for Persons with Severe Disabilities, 34, 33-46.

Spooner, F., Ahlgrim-Delzell, L., Kohprasert, K., Baker, J., & Courtade, G. R. (in press). Content analysis of science performance indicators in alternate assessment. Remedial and Special Education. ABSTRACT

Spooner, F., Courtade-Little, G., & DiBiase, W. (2006). Science standards and functional skills: Finding the links. In D. M. Browder & F. Spooner (Eds.), Teaching reading, math, and science to students with significant cognitive disabilities (pp. 229-243). Baltimore: Brookes Publishing.