Research and Practice for Persons With Severe Disabilities

Papers
(The TQCC of Research and Practice for Persons With Severe Disabilities is 3. 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 2021-09-01 to 2025-09-01.)
ArticleCitations
A Survey of General Education Faculty on Preparing Teachers to Support Students with Extensive Support Needs: A Brief Report27
A Secondary Analysis of Jackson et al. (2022): The Impact of Educational Placement for Students with Complex Support Needs24
Teacher-Implemented Modified Schema-Based Instruction with Middle-Grade Students with Autism and Intellectual Disability22
Predicting the Frequency and Significance of Social Contacts Across Placements: A Bayesian Multilevel Model Analysis21
Haring et al. (1987): Friendship Matters Then and Now15
Horner et al. (1990): A Mid-Career Reflection on Nonaversive Behavioral Support13
Skills, Behaviors, Expectations, and Experiences Associated with Improved Postsecondary Outcomes for Students with Significant Cognitive Disabilities13
Definitions of Support Needs: An Analysis and Call for Clarity12
Cultural Influences on Parental Advocacy for Inclusion: Experiences of South Asian Families With Children with Extensive Support Needs12
A Review of Case Studies in Applied Behavior Analysis for Individuals with Disabilities11
Well-Being of Families with a Child with Profound Intellectual and Multiple Disabilities11
Using the Self-Determined Learning Model of Instruction for Teachers to Set Goals to Enhance Their Inclusive Education Practices9
Beliefs About Secondary-Age Students with Extensive Support Needs Participating in Their Health Care at School7
Supports and Empowerment for Families of Children with Extensive Support Needs Throughout the COVID-19 Pandemic7
Introduction to the Special Issue on the Impact of Placement on Outcomes for Students with Complex Support Needs7
Training Teachers of Children With Moderate to Significant Support Needs to Contingently Respond to Child-Initiated Social Participation Behaviors During Centers7
Using System of Least Prompts to Teach Self-Help Skills to Students Who Are Deafblind6
Tribute to Dennis E. Mithaug6
A Systematic Literature Review of Reading Instruction for Students With Complex Communication Needs5
Youth Rights in Postsecondary Transition: Gibson v. Forest Hills (2016)5
A Call to Action: Extending the Research on Trauma Assessment and Treatment for Children With Intellectual Disabilities and Extensive Support Needs5
A Meta-Analysis of Interventions to Support Elementary Students With Intellectual Disability in General Education Classes5
Individuals With Extensive Support Needs and Mixed Methods Research: A Systematic Literature Review Across Education Subfields4
In Memoriam: Michael P. Brady4
In Memory of Dr. Lou Brown4
Holding and Professional Care: On Self-Determination for Persons With Profound Intellectual and Multiple Disabilities3
Editorial Welcome3
Lou Brown: The Man Behind the Legend3
Haring et al. (1987): A Self-Advocate’s Reflection on Adolescent Peer Tutoring and Special Friend Experiences3
Participation of Students With Intellectual Disability in Community-Based Work Experiences: A Scoping Review3
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