Bree Ann Jimenez

Dr. Jimenez's research focuses on general curriculum access and assessments for students with significant intellectual disabilities, including autism. Over the past decade she has helped design and conduct research in the area of general curriculum access, specifically in adapted literature, mathematics, and inquiry science.

There are 15 included publications by Bree Ann Jimenez :

TitleDateViewsBrief Description
The Additive Effects of Scripted Lessons Plus Guided Notes on Science Quiz Scores of Students With Intellectual Disability and Autism 2014 1375 This study examined the effects of scripted lessons (SLs) alone and in combination with guided notes during science instruction on science quiz scores of three elementary students with moderate to severe intellectual disability and autism. This study...
Building the Early Numeracy Skills of Students with Moderate Intellectual Disability 2013 3081 This study investigated the effects of an early numeracy intervention package on early numeracy skill attainment for participants with moderate intellectual disabilities, including autism. The intervention taught students to use nonstandard and stand...
Data-Based Decisions Guidelines for Teachers of Students with Severe Intellectual and Developmental Disabilities 2012 871 Effective practices in student data collection and implementation of data-based instructional decisions are needed for all educators, but are especially important when students have severe intellectual and developmental disabilities. Although researc...
Early Numeracy Instruction for Students with Moderate and Severe Developmental Disabilities 2012 4710 Competence in early numeracy skills highly correlate with success in mathematics in later years; however, many students, including students with moderate and severe disabilities, lack a sound foundation in early numeracy skills. For this population, ...
Effects of a Peer-Delivered System of Least Prompts Intervention and Adapted Science Read-Alouds on Listening Comprehension for Participants with Moderate Intellectual Disability 2014 1419 This study investigated the effects of a peer-delivered system of least prompts intervention and adapted grade-level science read-alouds on correct listening comprehension responses for participants with moderate intellectual disability. The interven...
Evaluating Evidence-Based Practice in Teaching Science Content to Students with Severe Developmental Disabilities 2011 1713 A comprehensive review of the literature was conducted for articles published between 1985 and May 2009 to (a) examine the degree to which science content was taught to students with severe developmental disabilities and (b) and evaluate instructiona...
An Exploratory Study of Self-Directed Science Concept Learning by Students with Moderate Intellectual Disabilities 2009 1406 This investigation focused on the effects of a treatment package including multiple exemplar training, time delay, and a self-directed learning prompt (KWHL chart) on students' ability to complete an inquiry lesson independently and generalize to unt...
From Different to Differentiated: Using “Ecological Framework” to Support Personally Relevant Access to General Curriculum for Students with Significant Intellectual Disabilities 2013 677 Language used in the field of special education is important; it can serve to influence both curriculum and placement decisions for students with intellectual disability. Historically, “Functional Curriculum” was used to describe curriculum adaptatio...
Grade-Aligned Math Instruction for Secondary Students with Moderate Intellectual Disability 2012 2074 The purpose of this study was to examine the effects of grade-aligned math instruction on math skill acquisition of four middle schools with moderate intellectual disability. Teachers were trained to follow a task analysis to teach grade-aligned math...
Inclusive inquiry science using peer-mediated embedded instruction for students with moderate intellectual disability 2012 1252 There has been limited research on the acquisition of grade-aligned science skills for students with moderate intellectual disability, with even more restriction on academic skills in inclusive settings. This study examined the effects of peer-mediat...
Seven Reasons to Promote Standards-Based Instruction for Students with Severe Disabilities: A Reply to Ayres, Lowrey, Douglas, & Sievers (2011) 2012 2354 This article was written as a response to Ayres, Lowrey, Douglas, and Sievers (2011) who commented on the degree to which promoting the teaching of functional skills had a higher probability of leading to a more independent life for students with sev...
Teaching an Algebraic Equation to High School Students with Moderate Developmental Disabilities 2008 1182 The purpose of this study was to determine the effect of systematic instruction with a concrete representation on the acquisition of an algebra skills for students with moderate developmental disabilities. Three high school students with moderate dev...
Teaching Mathematics and Science Standards to Students With Moderate and Severe Developmental Disabilities 2012 2210 This study evaluated strategies to teach secondary math and science content to students with moderate and severe developmental disabilities in a quasiexperimental group design with special education teachers randomly assigned to either the math or th...
Training Teachers to Follow a Task Analysis to Engage Middle School Students With Moderate and Severe Developmental Disabilities in Grade-Appropriate Literature 2007 3506 The purpose of this study was to train teachers to follow a task analysis to teach a story-based literacy lesson using adapted, grade-appropriate middle school literature to students with moderate and severe developmental disabilities. A multiple-pro...
Using an early science curriculum to teach science vocabulary and concepts to students with severe developmental disabilities 2013 1645 Teaching academic content to students with severe developmental disabilitiesis a topic that has recently been debated, even though science content is oneof the academic areas that comprise a standards-based curriculum. Sciencecontent like other acade...