Research and Practice for Persons With Severe Disabilities

Papers
(The median citation count of Research and Practice for Persons With Severe Disabilities is 0. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-11-01 to 2024-11-01.)
ArticleCitations
Quality of Life for People with Disabilities: Why Applied Behavior Analysts Should Consider This a Primary Dependent Variable21
Ecological Systems for Students Who Use AAC: Stakeholders’ Views on Factors Impacting Intervention and Outcomes17
Comparison of Academic and Social Outcomes of Students with Extensive Support Needs Across Placements15
Cultural Brokers in Special Education15
A Systematic Review of Modified Schema-Based Instruction for Teaching Students with Moderate and Severe Disabilities to Solve Mathematical Word Problems15
Pursuing Paid Employment for Youth with Severe Disabilities: Multiple Perspectives on Pressing Challenges15
Ecobehavioral Analysis of the Experiences of Students With Complex Support Needs in Different Classroom Types14
Effects of a Collaborative Planning and Consultation Framework to Increase Participation of Students with Severe Disabilities in General Education Classes11
Evaluation of the Evidence Base for Shared Reading to Support Literacy Skill Development for Students with Extensive Support Needs11
Effects of a Literacy Feature in an Augmentative and Alternative Communication App on Single-Word Reading of Individuals with Severe Autism Spectrum Disorders11
Examination of Contextual Variables Across and Within Different Types of Placement for Elementary Students With Complex Support Needs10
Parent Advocacy for Lives That Matter10
Education of Students with Disabilities, Science, and Randomized Controlled Trials10
An Investigation of IEP Quality Associated With Special Education Placement for Students With Complex Support Needs9
Predicting the Frequency and Significance of Social Contacts Across Placements: A Bayesian Multilevel Model Analysis9
Approaches to Identification and Instruction for Students with Significant Cognitive Disabilities Who Are English Learners8
On Expanding the Definition and Use of Procedural Fidelity6
Delivering Interventions Via Telehealth: Functional Communication Training with a Child with Autism as a Case Example6
Teacher-Implemented Modified Schema-Based Instruction with Middle-Grade Students with Autism and Intellectual Disability6
Preservice Teachers’ Preparation in Communication Instruction for Students with Extensive Support Needs6
The Role of Multiliteracies in Changing Learning Spaces and Promoting Self-Advocacy for Students with Complex Support Needs6
Introduction to the Special Issue on the Impact of Placement on Outcomes for Students with Complex Support Needs6
A Systematic Review of Interventions to Promote Self-Determination for Students With Extensive Support Needs5
Parent Perceptions of Remote Instruction for Students with Extensive Support Needs5
Supports and Empowerment for Families of Children with Extensive Support Needs Throughout the COVID-19 Pandemic4
Holding and Professional Care: On Self-Determination for Persons With Profound Intellectual and Multiple Disabilities4
Skills, Behaviors, Expectations, and Experiences Associated with Improved Postsecondary Outcomes for Students with Significant Cognitive Disabilities4
Treatment Intensity: Considering Persons with Autism Spectrum Disorder and Intellectual Disability Who Have Complex Communication Needs4
Vocabulary Acquisition by Multilingual Students With Extensive Support Needs During Shared Reading4
Paraeducator-Delivered Interventions for Students with Extensive Support Needs in Inclusive School Settings: A Systematic Review4
Motor Competence in Children with CHARGE Syndrome3
How Does Health Impact Challenging Behavior?3
Current Practices and Challenges in Language Proficiency Assessment for English Learners with Complex Support Needs2
How Do Peers Benefit From Peer-Mediated Interventions? Examining Impact Within Secondary and Postsecondary Programs2
Participation of Students With Intellectual Disability in Community-Based Work Experiences: A Scoping Review2
Teachers’ Perspectives on Challenges to Providing Work-Based Learning Experiences for Students with Extensive Support Needs2
Reflections From an Outgoing Editor1
Integrating Single-Case and Qualitative Approaches: A Mixed-Methods Analysis of a Science Comprehension Intervention for Students with Extensive Support Needs1
Well-Being of Families with a Child with Profound Intellectual and Multiple Disabilities1
Supporting Families with Children Who Display Severe Challenging Behavior1
Stress and Resilience of Families With Children with Intellectual and Developmental Disabilities During the COVID-19 Pandemic: A Mixed-Methods Study1
Association of COVID-19-Related Restrictions With Changes in Functional Skills of Adults With Intellectual Disabilities in Day Programs of an Israeli Non-Profit Organization1
Reconceptualizing Education Grounded in the Multimodal Discourses of Girls of Color Labeled with Significant Cognitive Disabilities1
Book Review: Wolf Wolfensberger: The influence of the person and his ideas today—A Festschrift0
Peer-Delivered Modified Schema-Based Instruction in Word Problem-Solving for High-School Students with Intellectual Disability0
Reimagining Language Proficiency Assessment for English Learners with Significant Cognitive Disabilities0
Access for Students with Extensive Support Needs to State-Adopted Grade-Level Standards and Curriculum in General Education Classes: A Content Analysis of the Literature0
Battle Fatigue: Parents, Institutionalized Ableism, and the “Fight” for Inclusive Education0
RPSD Reviewer of the Year0
Introduction to an Agenda for Advancing the Field of Severe Disabilities0
Professional Networks and Self-Efficacy of Paraeducators Working with Students with Learning to Use Augmentative and Alternative Communication (AAC)0
Using a Tag as a Stimulus Prompt to Increase Correct Dressing Orientation0
Lou Brown: The Man Behind the Legend0
Editorial Welcome0
Paraeducator Involvement in Positive Behavioral Interventions and Supports: A Brief Report0
Beliefs About Secondary-Age Students with Extensive Support Needs Participating in Their Health Care at School0
A Call to Action: Extending the Research on Trauma Assessment and Treatment for Children With Intellectual Disabilities and Extensive Support Needs0
State-Level Analysis of Subminimum Wage Use for Individuals With Disabilities in the United States: Implications for Policy and Practice0
Youth Rights in Postsecondary Transition: Gibson v. Forest Hills (2016)0
An Analysis of the Rehabilitation Service Administration 911 Supported and Customized Employment Outcome Data for Fiscal Years 2017–20200
Tribute to Dennis E. Mithaug0
Experiences of Elementary Students with Complex Support Needs in Segregated Special Education Classrooms: A Mixed Methods Study0
Books Received0
Using System of Least Prompts to Teach Self-Help Skills to Students Who Are Deafblind0
Reframing Teacher Candidates’ Views on Disability Through the Writings of Disabled Authors0
A Message from the TASH Executive Director to the RPSD Readership0
Guest Reviewers0
A review of “High leverage practices and students with extensive support needs” by Pennington, R., Ault, M. J., Courtade, G., Jameson, J. M, and Ruppar, A.0
Perceptions of Postsecondary Experiences and Supports That Advance the Personal Goals of Students With Extensive Support Needs0
A Heartfelt Tribute to Dr. Lou Brown: A Well-Intentioned Manipulator0
In Memoriam: Michael P. Brady0
Using Mixed Methods to Evaluate Modified Schema-Based Instruction in General Education Classrooms0
The Effects of an Instructional Package on Reading Skills for Multilingual Learners With Extensive Support Needs0
Examining the Intersection of Race, Ethnicity, Culture, Language, and Severe Disability: In Search of Equitable Schooling0
A Review of Case Studies in Applied Behavior Analysis for Individuals with Disabilities0
Book Review: Pain and Shock in America: Politics, Advocacy, and the Controversial Treatment of People with Disabilities by Nisbet, J. with Weiss, N. R0
Corrigendum to “Teacher-Implemented Modified Schema-Based Instruction with Middle-Grade Students with Autism and Intellectual Disability.”0
Experiences of Adult Siblings of Individuals With an Intellectual Disability and Pervasive Support Needs0
Training Teachers of Children With Moderate to Significant Support Needs to Contingently Respond to Child-Initiated Social Participation Behaviors During Centers0
Books Received0
Access to the General Education Curriculum for Students with Extensive Support Needs: Experts’ Perspectives0
Embracing Mixed Methods Research in Special Education0
Educators’ Perceptions on the Involvement of Students With Complex Support Needs in PBIS: The Role of Educational Placement0
Professional Development with Emailed Practice-Based Feedback to Support Teacher-Led Inclusive Small Group Literacy Instruction0
Guest Reviewers0
In Memory of Dr. Lou Brown0
Key Factors Influencing Inclusive Placement Decisions of Students With Extensive Support Needs0
A Secondary Analysis of Jackson et al. (2022): The Impact of Educational Placement for Students with Complex Support Needs0
Students Educated With Alternate Curriculum in Elementary School: Timing, Switching, and Educational Placements0
Book Review: Those They Called Idiots: The Idea of the Disabled Mind From 1700 to the Present Day by Jarrett, S0
0.036807060241699