Research and Practice for Persons With Severe Disabilities

(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 2020-06-01 to 2024-06-01.)
Outcomes of Inclusive Versus Separate Placements: A Matched Pairs Comparison Study35
Quality of Life for People with Disabilities: Why Applied Behavior Analysts Should Consider This a Primary Dependent Variable18
Ecological Systems for Students Who Use AAC: Stakeholders’ Views on Factors Impacting Intervention and Outcomes16
Pursuing Paid Employment for Youth with Severe Disabilities: Multiple Perspectives on Pressing Challenges14
A Systematic Review of Modified Schema-Based Instruction for Teaching Students with Moderate and Severe Disabilities to Solve Mathematical Word Problems14
The Experiences and Perceptions of College Peer Mentors Interacting with Students with Intellectual and Developmental Disabilities12
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
Education of Students with Disabilities, Science, and Randomized Controlled Trials10
Evaluation of the Evidence Base for Shared Reading to Support Literacy Skill Development for Students with Extensive Support Needs10
Parents’ Postsecondary Education Expectations for Students with Autism, Intellectual Disability, and Multiple Disabilities: Findings From NLTS 201210
Effects of a Literacy Feature in an Augmentative and Alternative Communication App on Single-Word Reading of Individuals with Severe Autism Spectrum Disorders9
Comparison of Academic and Social Outcomes of Students with Extensive Support Needs Across Placements9
Parent Advocacy for Lives That Matter8
Delivering Interventions Via Telehealth: Functional Communication Training with a Child with Autism as a Case Example7
Preservice Teachers’ Preparation in Communication Instruction for Students with Extensive Support Needs6
Contextualizing Mathematical Problem-Solving Instruction for Secondary Students with Extensive Support Needs: A Systematic Replication6
Approaches to Identification and Instruction for Students with Significant Cognitive Disabilities Who Are English Learners6
Predicting the Frequency and Significance of Social Contacts Across Placements: A Bayesian Multilevel Model Analysis6
Examination of Contextual Variables Across and Within Different Types of Placement for Elementary Students With Complex Support Needs6
Ecobehavioral Analysis of the Experiences of Students With Complex Support Needs in Different Classroom Types6
Teacher-Implemented Modified Schema-Based Instruction with Middle-Grade Students with Autism and Intellectual Disability5
The Role of Multiliteracies in Changing Learning Spaces and Promoting Self-Advocacy for Students with Complex Support Needs5
An Investigation of IEP Quality Associated With Special Education Placement for Students With Complex Support Needs5
Motor Competence in Children with CHARGE Syndrome4
Parents’ Perceptions of Constraints Impacting the Development of Walking in Children with CHARGE Syndrome4
Treatment Intensity: Considering Persons with Autism Spectrum Disorder and Intellectual Disability Who Have Complex Communication Needs4
On Expanding the Definition and Use of Procedural Fidelity4
Skills, Behaviors, Expectations, and Experiences Associated with Improved Postsecondary Outcomes for Students with Significant Cognitive Disabilities3
How Does Health Impact Challenging Behavior?3
Vocabulary Acquisition by Multilingual Students With Extensive Support Needs During Shared Reading3
Paraeducator-Delivered Interventions for Students with Extensive Support Needs in Inclusive School Settings: A Systematic Review3
A Systematic Review of Interventions to Promote Self-Determination for Students With Extensive Support Needs2
Participation of Students With Intellectual Disability in Community-Based Work Experiences: A Scoping Review2
Supports and Empowerment for Families of Children with Extensive Support Needs Throughout the COVID-19 Pandemic2
Current Practices and Challenges in Language Proficiency Assessment for English Learners with Complex Support Needs2
Parent Perceptions of Remote Instruction for Students with Extensive Support Needs2
Introduction to the Special Issue on the Impact of Placement on Outcomes for Students with Complex Support Needs2
Well-Being of Families with a Child with Profound Intellectual and Multiple Disabilities2
Teachers’ Perspectives on Challenges to Providing Work-Based Learning Experiences for Students with Extensive Support Needs2
Holding and Professional Care: On Self-Determination for Persons With Profound Intellectual and Multiple Disabilities1
How Do Peers Benefit From Peer-Mediated Interventions? Examining Impact Within Secondary and Postsecondary Programs1
Reflections From an Outgoing Editor1
Supporting Families with Children Who Display Severe Challenging Behavior1
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