Research and Practice for Persons With Severe Disabilities

Papers
(The median citation count of Research and Practice for Persons With Severe Disabilities is 1. 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 2020-03-01 to 2024-03-01.)
ArticleCitations
Outcomes of Inclusive Versus Separate Placements: A Matched Pairs Comparison Study31
Ecological Systems for Students Who Use AAC: Stakeholders’ Views on Factors Impacting Intervention and Outcomes15
Quality of Life for People with Disabilities: Why Applied Behavior Analysts Should Consider This a Primary Dependent Variable14
Pursuing Paid Employment for Youth with Severe Disabilities: Multiple Perspectives on Pressing Challenges13
Cultural Brokers in Special Education12
Effects of a Collaborative Planning and Consultation Framework to Increase Participation of Students with Severe Disabilities in General Education Classes11
The Experiences and Perceptions of College Peer Mentors Interacting with Students with Intellectual and Developmental Disabilities10
Parents’ Postsecondary Education Expectations for Students with Autism, Intellectual Disability, and Multiple Disabilities: Findings From NLTS 201210
A Systematic Review of Modified Schema-Based Instruction for Teaching Students with Moderate and Severe Disabilities to Solve Mathematical Word Problems10
Effects of an AAC App with Transition to Literacy Features on Single-Word Reading of Individuals with Complex Communication Needs10
Evaluation of the Evidence Base for Shared Reading to Support Literacy Skill Development for Students with Extensive Support Needs9
Education of Students with Disabilities, Science, and Randomized Controlled Trials9
Effects of a Literacy Feature in an Augmentative and Alternative Communication App on Single-Word Reading of Individuals with Severe Autism Spectrum Disorders8
Comparison of Academic and Social Outcomes of Students with Extensive Support Needs Across Placements7
Delivering Interventions Via Telehealth: Functional Communication Training with a Child with Autism as a Case Example7
Effects of Peer-Mediated Instruction With AAC on Science Learning and Communitive Responses of Students With Significant Cognitive Disabilities in Taiwan6
Preservice Teachers’ Preparation in Communication Instruction for Students with Extensive Support Needs5
An Investigation of IEP Quality Associated With Special Education Placement for Students With Complex Support Needs4
Predicting the Frequency and Significance of Social Contacts Across Placements: A Bayesian Multilevel Model Analysis4
The Role of Multiliteracies in Changing Learning Spaces and Promoting Self-Advocacy for Students with Complex Support Needs4
Examination of Contextual Variables Across and Within Different Types of Placement for Elementary Students With Complex Support Needs4
Contextualizing Mathematical Problem-Solving Instruction for Secondary Students with Extensive Support Needs: A Systematic Replication4
Navigating Barriers as Special Education Teacher Educators4
Parents’ Perceptions of Constraints Impacting the Development of Walking in Children with CHARGE Syndrome4
Motor Competence in Children with CHARGE Syndrome4
Parent Advocacy for Lives That Matter3
Treatment Intensity: Considering Persons with Autism Spectrum Disorder and Intellectual Disability Who Have Complex Communication Needs3
Ecobehavioral Analysis of the Experiences of Students With Complex Support Needs in Different Classroom Types3
How Does Health Impact Challenging Behavior?3
Approaches to Identification and Instruction for Students with Significant Cognitive Disabilities Who Are English Learners3
Teacher-Implemented Modified Schema-Based Instruction with Middle-Grade Students with Autism and Intellectual Disability3
Vocabulary Acquisition by Multilingual Students With Extensive Support Needs During Shared Reading2
Paraeducator-Delivered Interventions for Students with Extensive Support Needs in Inclusive School Settings: A Systematic Review2
Current Practices and Challenges in Language Proficiency Assessment for English Learners with Complex Support Needs2
On Expanding the Definition and Use of Procedural Fidelity2
Teachers’ Perspectives on Challenges to Providing Work-Based Learning Experiences for Students with Extensive Support Needs2
Skills, Behaviors, Expectations, and Experiences Associated with Improved Postsecondary Outcomes for Students with Significant Cognitive Disabilities2
Participation of Students With Intellectual Disability in Community-Based Work Experiences: A Scoping Review2
Reconceptualizing Education Grounded in the Multimodal Discourses of Girls of Color Labeled with Significant Cognitive Disabilities1
Reflections From an Outgoing Editor1
Holding and Professional Care: On Self-Determination for Persons With Profound Intellectual and Multiple Disabilities1
Parent Perceptions of Remote Instruction for Students with Extensive Support Needs1
Supports and Empowerment for Families of Children with Extensive Support Needs Throughout the COVID-19 Pandemic1
A Systematic Review of Interventions to Promote Self-Determination for Students With Extensive Support Needs1
Analysis of Differences Across Two Unaffiliated Systematic Reviews Using What Works Clearinghouse Single-Case Design Standards1
How Do Peers Benefit From Peer-Mediated Interventions? Examining Impact Within Secondary and Postsecondary Programs1
Introduction to the Special Issue on the Impact of Placement on Outcomes for Students with Complex Support Needs1
Well-Being of Families with a Child with Profound Intellectual and Multiple Disabilities1
Supporting Families with Children Who Display Severe Challenging Behavior1
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