OOIR: Observatory of International Research

Papers

(The TQCC of Intervention in School and Clinic 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 2022-01-01 to 2026-01-01.)

Article	Citations
Parental Resilience in Families of Children With Autism Spectrum Disorder	22
Creating a Vocational Training Site for Individuals With Autism Spectrum Disorder	16
Utilizing Emergent AI Chatbot Technology to Generate Mathematical Writing Models for Elementary Students With Learning Disabilities	11
A Virtual Tutoring Program to Increase Students’ Text Reading Fluency	10
Frequently Asked Questions and Answers for Supporting Students With Section 504 Plans	9
Phonics 101: Preparing Teachers to Provide Effective Intervention in Word Reading Skills	9
Interventions for Young Children With Social and Behavioral Challenges: A Conversation With Dr. Maureen Conroy	7
Designing a Multi-Component Emergent-Literacy Intervention Program for Children With Autism	7
Applying System of Least Prompts to Augmentative and Alternative Communication Intervention	7
Statement of Correction: ISC 57:3 (January 2022) Pagination	7
Educational Landscape for Incarcerated Girls With Disabilities in the United States, Norway, and Mexico	7
Lawton et al. v. Success Academy Charter Schools, Inc. (2018): Charter School Disciplinary Approaches and Students With Disabilities	6
Not All Paths Are Linear: A Conversation With Erica D. McCray	6
Video Modeling in Mathematics: Supplemental Instruction to Support Student Learning	6
Collaboration Is the Key: A Conversation With Dr. Vivian I. Correa	6
Introduction to the Special Series: Using Fine-Grained Literacy Analysis to Guide Decision-Making for Instructional Intensification	5
Restraint and Seclusion: A Persistent Challenge	5
Assessing Writing Across Levels of Language to Identify Instructional Needs	5
Identification of Learning Disabilities in India: Current Challenges and Issues	5
Teaching Readers to Recognize Negative Thoughts and Use Positive Self-Talk	5
A Four-Step Plan to Integrate Behavioral Practices Into Tier 1 Foundational Reading Instruction With an Integrated Lesson Plan Template	4
Integrated Intensive Intervention: Academic and Behavioral Support in Tier 3	4
Preparing Teachers to Facilitate Engagement in Reading Intervention Through Embedded Behavioral Supports	4
Positive Peer Reporting for Middle School Students With Emotional and Behavioral Disorders	4
Addressing Sensory Needs for Children With Autism Spectrum Disorder in the Classroom	3

Supporting Rural Students With Emotional and Behavioral Disorders on the School Bus With Behavior Contingency Contracts	3
Trauma and Abuse Among Incarcerated Girls in the United States and Costa Rica	3
Building Effective Partnerships With Parents to Support Language Development in Young Children	3
Goal Setting Instruction for Middle School Students Who Receive Services for Emotional and Behavioral Disorders	3
Integrating Trauma-Informed Practices Into Check-In/Check-Out for Use in Alternative Education Settings	3
Educating Students With Learning Difficulties in the Kingdom of Saudi Arabia	3
How to Use Instructional Assessments for Explicit Instruction of Text-Writing Fluency	3
Analysis of Student Informational Writing to Personalize Writing Instruction	3
FEEL: Facing Emotions in Early Learners with Autism	3
Teaching Fractions to Elementary Students With Learning Disabilities Using Evidence-Based Practices	3
Funds of Knowledge: Enhancing Culturally Sustaining Practices for Multilingual Learners Who Are Autistic	3
Editors’ Note on This Special Issue	3