AgranM.BlanchardC.WehmeyerM.HughesC. (2001). Teaching students to self-regulate their behavior: The differential effects of student vs. teacher-delivered reinforcement. Research in Developmental Disabilities, 22, 319–332.
2.
Alber-MorganS. R.HesslerT. L.KonradM. (2007). Teaching writing for keeps. Education and Treatment of Children, 30(3), 107–128.
3.
AllenS. K.SmithA. C.TestD. W.FlowersC.WoodW. M. (2001). The effects of self-directed IEP on student participation in IEP meetings. Career Development for Exceptional Individuals, 24, 107–120.
4.
BrowderD. M.JimenezB. A.TrelaK. (2012). Grade-aligned math instruction for secondary students with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 47, 373–388.
5.
BrowderD. M.SpoonerF. (2011). Teaching students with moderate and severe disabilities. New York, NY: Guilford.
6.
CollinsB. C. (2012). Systematic instruction for students with moderate to severe disabilities. Baltimore, MD: Brookes.
7.
CollinsB. C.BransonT. A.HallM.RankinS. W. (2001). Teaching secondary students with moderate disabilities in an inclusive academic classroom setting. Journal of Developmental and Physical Disabilities, 13, 41–59.
FeldmanD. (2011). Beyond the classroom: Writing as therapy. Journal of Poetry Therapy, 24, 93–104.
10.
GrahamS.HarrisK. R.LarsenL. (2001). Prevention and intervention of writing difficulties for students with learning disabilities. Learning Disabilities: Research & Practice, 16, 74–84.
11.
GrahamS.HarrisK. R. (2005). Writing better: Effective strategies for teaching students with learning difficulties. Baltimore, MD: Brookes.
12.
GrahamS.PerinD. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99, 445–474.
13.
HenryL.WinfieldJ. (2010). Working memory and educational achievement in children with intellectual disabilities. Journal of Intellectual Disability Research, 54(4), 354–365.
14.
HernandezE.HanleyG. P.IngvarssonE. T.TigerJ. H. (2007). A preliminary evaluation of the emergence of novel forms. Journal of Applied Behavior Analysis, 40, 137–156.
15.
JosephL. M.KonradM. (2009). Teaching students with intellectual or developmental disabilities to write: A review of the literature. Research in Developmental Disabilities, 30, 1–19.
KonradM.TrelaK. (2007). GO 4 IT . . . NOW! Extending writing strategies to support all students. TEACHING Exceptional Children, 39(4), 38–47.
18.
KonradM.TrelaK.TestD. W. (2006). Using IEP goals and objectives to teach paragraph writing to high school students with physical and cognitive disabilities. Education and Training in Developmental Disabilities, 41, 111–124.
19.
Learning Express. (2003). 501 writing prompts. New York, NY: Author.
20.
LeeS.AmosB. A.GragoudasS.LeeY.ShogrenK. A.TheoharisR.WehmeyerM. L. (2006). Curriculum augmentation and adaptation strategies to promote access to the general curriculum for students with intellectual and developmental disabilities. Education and Training in Developmental Disabilities, 41, 199–212.
21.
LenhartA.ArafehS.SmithA.MacgillA. R. (2009). Writing, technology, and teens. Washington, DC: Pew Internet & American Life Project.
22.
LuckassonR.SchalockR. L. (2013). Defining and applying a functionality approach to intellectual disability. Journal of Intellectual Disability Research, 57, 657–668.
23.
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards. Washington, DC: Author.
24.
PenningtonR. C.AultM. J.SchusterJ. W.SandersA. (2011). Using response prompting and assistive technology to teach storywriting to students with autism. Assistive Technology Outcomes and Benefits, 7, 24–38.
25.
PenningtonR. C.CollinsB. C.StenhoffD. M.TurnerK.GunselmanK. (2014). Using simultaneous prompting to teach generative writing to students with autism. Education and Training in Developmental Disabilities, 49, 396–414.
26.
PenningtonR. C.DelanoM. (2012). Writing instruction for students with autism spectrum disorders: A review of literature. Focus on Autism and Developmental Disorders, 27, 158–167.
27.
PenningtonR. C.DelanoM. (2014). Teaching written expression to students with intellectual disabilities. In BrowderD. M.SpoonerF. (Eds.), More language arts, math, and science for students with severe disabilities. Baltimore, MD: Brookes.
28.
PenningtonR. C.DelanoM.ScottR. (2014). An intervention for improving resume writing skills of students with intellectual disabilities. Journal of Applied Behavior Analysis, 47, 1–5.
29.
PenningtonR. C.SaadatziM.WelchK. C.ScottR. (2014). An investigation of robot delivered instruction to teach texting to students with intellectual disabilities. Journal of Special Education Technology, 29, 49–58.
30.
PenningtonR. C.StenhoffD. M.GibsonJ.BallouK. (2012). Using simultaneous prompting to teach story writing to a student with autism. Education and Treatment of Children, 35, 389–406.
31.
PurrazzellaK.MechlingL. C. (2013). Evaluation of manual spelling, observational and incidental learning using computer-based instruction with a tablet PC, large screen projection, and a forward chaining procedure. Education and Training in Autism and Developmental Disabilities, 48, 218–235.
32.
SantangeloT.HarrisK. R.GrahamS. (2008). Using self-regulated strategy development to support students who have “trubol giting thangs into werds.”Remedial and Special Education, 29, 78–89.
33.
WuangY. P.WangC. C.HuangM. H.SuC. Y. (2008). Profiles and cognitive predictors of motor functions among early school-age children with mild intellectual disabilities. Journal of Intellectual Disability Research, 52, 1048–1060.