Zobrazeno 1 - 9
of 9
pro vyhledávání: '"Molly Cooney"'
Autor:
Tiffany L. Born, Katie Weir, Molly Cooney, Gregory L. Lyons, Gillian N. Cattey, Ethan Fesperman, Erik W. Carter, Jenna Lequia, Heartley B. Huber, Julia M. Hochman, Kristen Bottema-Beutel, Daniel M. Bolt, Colleen K. Moss, Jennifer M. Asmus, Matthew E. Brock, Elizabeth E. Biggs, Lori B. Vincent
Publikováno v:
American Journal on Intellectual and Developmental Disabilities. 122:118-137
This randomized controlled trial examined the efficacy of peer network interventions to improve the social connections of 47 high school students with severe disabilities. School staff invited, trained, and supported 192 peers without disabilities to
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3b34fc0c9b481dc848457bef27e62f02
https://doi.org/10.1352/1944-7558-122.2.118
https://doi.org/10.1352/1944-7558-122.2.118
Autor:
Ethan Fesperman, Heartley B. Huber, Jennifer M. Asmus, Lori B. Vincent, Matthew E. Brock, Erik W. Carter, Gillian N. Cattey, Rui Chen, Tiffany L. Born, Molly Cooney, Colleen K. Moss, Julia M. Hochman, Elizabeth E. Biggs, Daniel M. Bolt, Jenna Lequia, Gregory L. Lyons, Lindsay M. Riesch, Kerrie A. Moyseenko, Katie Weir, Rebecca A. Shalev
Publikováno v:
Exceptional Children. 82:209-233
Enhancing the social and learning experiences of students with severe disabilities in inclusive classrooms has been a long-standing focus of research, legislative, and advocacy efforts. The authors used a randomized controlled experimental design to
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::23f41124be1d3a550f03bf08885e7289
https://doi.org/10.1177/0014402915598780
https://doi.org/10.1177/0014402915598780
Autor:
Ethan Fesperman, Erik W. Carter, Lori B. Vincent, Heartley B. Huber, Matthew E. Brock, Colleen K. Moss, Jennifer M. Asmus, Molly Cooney, Gregory L. Lyons
Publikováno v:
TEACHING Exceptional Children. 48:9-18
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e9e27c0800759aa0d238d86a94fc61b5
https://doi.org/10.1177/0040059915594784
https://doi.org/10.1177/0040059915594784
Autor:
Katherine Weir, Kathleen Lynne Lane, Wendy Machalicek, Erik W. Carter, Molly Cooney, Colleen K. Moss
Publikováno v:
Research and Practice for Persons with Severe Disabilities. 38:129-138
This study examined 68 parents' views of the self-determination skills and capacities of their young adult children with autism spectrum disorders and intellectual disability (ages 19–21 years). Results indicated parents placed a high value on the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1ccd1e950d01f2755242c10073d6d89b
https://doi.org/10.2511/027494813809330234
https://doi.org/10.2511/027494813809330234
Autor:
Kristen Bottema-Beutel, Colleen K. Moss, Tiffany L. Born, Erik W. Carter, Lori B. Vincent, Katie Weir, Julia M. Hochman, Molly Cooney, Ethan Fesperman, Jennifer M. Asmus
Publikováno v:
TEACHING Exceptional Children. 46:51-59
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::12609282dcf8bd7c56aeadc637fede0b
https://doi.org/10.1177/004005991304600206
https://doi.org/10.1177/004005991304600206
Autor:
Kathleen Lynne Lane, Wendy Machalicek, Molly Cooney, Erik W. Carter, Katherine Weir, Colleen K. Moss
Publikováno v:
American Journal on Intellectual and Developmental Disabilities. 118:16-31
Fostering student self-determination is now considered an essential element of special education and transition services for children and youth with intellectual disability and/or autism. Yet, little is known about the pivotal role parents might play
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b402bf46d1d36be26fec97447fa60079
https://doi.org/10.1352/1944-7558-118.1.16
https://doi.org/10.1352/1944-7558-118.1.16
Publikováno v:
Research and Practice for Persons with Severe Disabilities. 37:9-23
Parents have long played a pivotal and powerful role in advocating for improved services, supports, and increased opportunities for their children with significant disabilities. Yet inclusive opportunities remain strikingly limited in many schools an
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::332925207854d7a1431b4ad3bf23a652
https://doi.org/10.2511/027494812800903184
https://doi.org/10.2511/027494812800903184
Akademický článek
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Autor:
Asmus JM; Jennifer M. Asmus, University of Wisconsin-Madison., Carter EW; Erik W. Carter, Vanderbilt University., Moss CK; Colleen K. Moss, University of Wisconsin-Madison., Biggs EE; Elizabeth E. Biggs, Vanderbilt University., Bolt DM; Daniel M. Bolt, University of Wisconsin-Madison., Born TL; Tiffany L. Born, University of Wisconsin-Madison., Bottema-Beutel K; Kristen Bottema-Beutel, Boston College., Brock ME; Matthew E. Brock, The Ohio State University., Cattey GN; Gillian N. Cattey, Vanderbilt University., Cooney M; Molly Cooney, University of Wisconsin-Madison., Fesperman ES; Ethan S. Fesperman, Vanderbilt University., Hochman JM; Julia M. Hochman, Vanderbilt University., Huber HB; Heartley B. Huber, Vanderbilt University., Lequia JL; Jenna L. Lequia, University of Wisconsin-Madison., Lyons GL; Gregory L. Lyons, University of Wisconsin-Madison., Vincent LB; Lori B. Vincent, University of Wisconsin-Madison; and., Weir K; Katie Weir, University of Wisconsin-Madison.
Publikováno v:
American journal on intellectual and developmental disabilities [Am J Intellect Dev Disabil] 2017 Mar; Vol. 122 (2), pp. 118-137.