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 2022-08-01 to 2026-08-01.)

Article	Citations
Kindness Café: Promoting Communication and Life Skills in School Settings	13
Creating a Vocational Training Site for Individuals With Autism Spectrum Disorder	9
Utilizing Emergent AI Chatbot Technology to Generate Mathematical Writing Models for Elementary Students With Learning Disabilities	9
A Virtual Tutoring Program to Increase Students’ Text Reading Fluency	9
No Service Provider Left Behind: Using the Triangulation Gap Analysis Tool for Related Service Providers	9
Frequently Asked Questions and Answers for Supporting Students With Section 504 Plans	8
Parental Resilience in Families of Children With Autism Spectrum Disorder	8
Designing a Multi-Component Emergent-Literacy Intervention Program for Children With Autism	7
Listen to Your Aunt Gwen: Leadership Training and Life Lessons	7
Applying System of Least Prompts to Augmentative and Alternative Communication Intervention	7
Phonics 101: Preparing Teachers to Provide Effective Intervention in Word Reading Skills	7
Empowering Paraeducators to Support Students With Emotional and Behavioral Disorders Through Practice-Based Coaching: A Collaborative Approach	6
Educational Landscape for Incarcerated Girls With Disabilities in the United States, Norway, and Mexico	6
Lawton et al. v. Success Academy Charter Schools, Inc. (2018): Charter School Disciplinary Approaches and Students With Disabilities	5
Collaboration Is the Key: A Conversation With Dr. Vivian I. Correa	5
Interventions for Young Children With Social and Behavioral Challenges: A Conversation With Dr. Maureen Conroy	5
Restraint and Seclusion: A Persistent Challenge	5
Video Modeling in Mathematics: Supplemental Instruction to Support Student Learning	5
Introduction to the Special Series: Using Fine-Grained Literacy Analysis to Guide Decision-Making for Instructional Intensification	5
A Four-Step Plan to Integrate Behavioral Practices Into Tier 1 Foundational Reading Instruction With an Integrated Lesson Plan Template	4
Assessing Writing Across Levels of Language to Identify Instructional Needs	4
Funds of Knowledge: Enhancing Culturally Sustaining Practices for Multilingual Learners Who Are Autistic	4
Preparing Teachers to Facilitate Engagement in Reading Intervention Through Embedded Behavioral Supports	4
Not All Paths Are Linear: A Conversation With Erica D. McCray	4
Teaching Fractions to Elementary Students With Learning Disabilities Using Evidence-Based Practices	4

Teaching Readers to Recognize Negative Thoughts and Use Positive Self-Talk	4
Multicultural Students With Disabilities in South Korea: Current Status and Implications for Practice	4
Teaching Students with Learning Disabilities to Be Prompt Engineers	3
How to Use Instructional Assessments for Explicit Instruction of Text-Writing Fluency	3
Integrated Intensive Intervention: Academic and Behavioral Support in Tier 3	3
Analysis of Student Informational Writing to Personalize Writing Instruction	3
Classroom Management Systems to Address Student Disruptive Behavior	3
TURN Around Behavior : Reducing Exclusionary Discipline and Promoting Inclusion Through a Four-Step Framework	3
Trauma and Abuse Among Incarcerated Girls in the United States and Costa Rica	3
Supporting Rural Students With Emotional and Behavioral Disorders on the School Bus With Behavior Contingency Contracts	3
Goal Setting Instruction for Middle School Students Who Receive Services for Emotional and Behavioral Disorders	3
Editors’ Note on This Special Issue	3
FEEL: Facing Emotions in Early Learners with Autism	3
Integrating Trauma-Informed Practices Into Check-In/Check-Out for Use in Alternative Education Settings	3
Language-Rich Classrooms: Unlocking the Potential for All Students	3