xvi The Five Senses: Supplemental Guide | Preface
References- Biemiller, Andrew. Words Worth Teaching. Columbus: SRA/
McGrawHill, 2010. - Franzone, Ellen L. Overview of Task Analysis. Madison, WI: National
Professional Development Center on Autism Spectrum Disorders,
Waisman Center, University of Wisconsin, 2009. - Hall, Tracey, Anne Meyer and Nicole Strangman. Differentiated
Instruction and Implications for UDL Implementation. National Center
on Accessing the General Curriculum: 2003. - Hirsch, Jr., E. D. and Alice K. Wiggins, Core Knowledge Preschool
Sequence and Teacher Handbook. Charlottesville, VA: Core
Knowledge Foundation, 2009. - National Governors Association Center for Best Practices, Council
of Chief State School Officers. “Appendix A,” in Common Core
State Standards: English Language Arts Standards. Washington DC:
National Governors Association Center for Best Practices, Council of
Chief State School Officers, 2010. - Rao, Shaila M. and Brenda Gagie. “Learning Through Seeing
and Doing: Visual Supports for Children with Autism.” Te ac h ing
Exceptional Children, 38, no. 6. (2006): 26-33. - Scruggs, Thomas E., Margo A. Mastropieri, Sheri Berkeley, and Janet
E. Graetz. “Do Special Education Interventions Improve Learning
of Secondary Content? A Meta-Analysis.” Remedial and Special
Education, 31 (2010): 437-449. - Smyk, Ekaterina, Maria Adelaida Restrepo, Joanna S. Gorin, and
Shelley Gray. Forthcoming. Development and Validation of the
Spanish-English Language Proficiency Scale (SELPS). - Stahl, Rober t J. Using “Think-Time” Behaviors to Promote Students’
Information Processing, Learning, and On-Task Participation: An
Instructional Module. Tempe, AZ: Arizona State University, 1994.