Intervention in School and Clinic

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 2021-06-01 to 2025-06-01.)
ArticleCitations
Utilizing Emergent AI Chatbot Technology to Generate Mathematical Writing Models for Elementary Students With Learning Disabilities18
Parental Resilience in Families of Children With Autism Spectrum Disorder15
Creating a Vocational Training Site for Individuals With Autism Spectrum Disorder13
A Virtual Tutoring Program to Increase Students’ Text Reading Fluency11
Frequently Asked Questions and Answers for Supporting Students With Section 504 Plans10
Phonics 101: Preparing Teachers to Provide Effective Intervention in Word Reading Skills10
Educational Landscape for Incarcerated Girls With Disabilities in the United States, Norway, and Mexico7
Lawton et al. v. Success Academy Charter Schools, Inc. (2018): Charter School Disciplinary Approaches and Students With Disabilities7
Video Modeling in Mathematics: Supplemental Instruction to Support Student Learning7
Collaboration Is the Key: A Conversation With Dr. Vivian I. Correa6
Assessing Writing Across Levels of Language to Identify Instructional Needs6
Interventions for Young Children With Social and Behavioral Challenges: A Conversation With Dr. Maureen Conroy6
Statement of Correction: ISC 57:3 (January 2022) Pagination6
Not All Paths Are Linear: A Conversation With Erica D. McCray6
Identification of Learning Disabilities in India: Current Challenges and Issues6
Preparing Teachers to Facilitate Engagement in Reading Intervention Through Embedded Behavioral Supports5
Positive Peer Reporting for Middle School Students With Emotional and Behavioral Disorders5
Using Number Talks to Support Students With High-Incidence Disabilities in Mathematics5
Supporting Rural Students With Emotional and Behavioral Disorders on the School Bus With Behavior Contingency Contracts5
A Four-Step Plan to Integrate Behavioral Practices Into Tier 1 Foundational Reading Instruction With an Integrated Lesson Plan Template5
Trauma and Abuse Among Incarcerated Girls in the United States and Costa Rica5
Teaching Readers to Recognize Negative Thoughts and Use Positive Self-Talk5
Multiple Stimulus Without Replacement Preference Assessment for Students With Emotional and Behavioral Disorders4
Adjusting Intervention Intensity to Support Students With Autism Spectrum Disorder4
Addressing Sensory Needs for Children With Autism Spectrum Disorder in the Classroom4
M.C. v. Antelope Valley Union High School District (2017): Implications for Special Educators4
Teaching Fractions to Elementary Students With Learning Disabilities Using Evidence-Based Practices4
Educating Students With Learning Difficulties in the Kingdom of Saudi Arabia4
Integrated Intensive Intervention: Academic and Behavioral Support in Tier 34
Pre-Employment Transition Services: What Secondary Special Education Teachers Need to Know3
Students With Emotional and Behavioral Disorders as Tutors3
Goal Setting Instruction for Middle School Students Who Receive Services for Emotional and Behavioral Disorders3
Editors’ Note on This Special Issue3
Science of Reading in Special Education Teacher Preparation3
Actively Involving Students With Learning Disabilities in Progress Monitoring Practices3
Remote Schooling Supports for Linguistically Diverse Parents of Students With Disabilities3
Giving Voice to Aspirations: Engaging African American Parents With Children With Disabilities3
How to Use Instructional Assessments for Explicit Instruction of Text-Writing Fluency3
Improving Relationships and Student Outcomes Through Restorative Practices3
Building Effective Partnerships With Parents to Support Language Development in Young Children3
Integrating Trauma-Informed Practices Into Check-In/Check-Out for Use in Alternative Education Settings3
Supporting Individuals With Autism Spectrum Disorder in Singapore3
Classroom Management Systems to Address Student Disruptive Behavior3
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