Research and Practice for Persons With Severe Disabilities

Papers
(The median citation count of Research and Practice for Persons With Severe Disabilities is 0. 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 2021-08-01 to 2025-08-01.)
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 Needs23
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 Now16
Well-Being of Families with a Child with Profound Intellectual and Multiple Disabilities15
Skills, Behaviors, Expectations, and Experiences Associated with Improved Postsecondary Outcomes for Students with Significant Cognitive Disabilities13
Horner et al. (1990): A Mid-Career Reflection on Nonaversive Behavioral Support13
Cultural Influences on Parental Advocacy for Inclusion: Experiences of South Asian Families With Children with Extensive Support Needs12
Definitions of Support Needs: An Analysis and Call for Clarity12
Introduction to the Special Issue on the Impact of Placement on Outcomes for Students with Complex Support Needs11
A Review of Case Studies in Applied Behavior Analysis for Individuals with Disabilities11
Beliefs About Secondary-Age Students with Extensive Support Needs Participating in Their Health Care at School9
Tribute to Dennis E. Mithaug7
Training Teachers of Children With Moderate to Significant Support Needs to Contingently Respond to Child-Initiated Social Participation Behaviors During Centers7
Youth Rights in Postsecondary Transition: Gibson v. Forest Hills (2016)7
Supports and Empowerment for Families of Children with Extensive Support Needs Throughout the COVID-19 Pandemic7
Using System of Least Prompts to Teach Self-Help Skills to Students Who Are Deafblind7
A Call to Action: Extending the Research on Trauma Assessment and Treatment for Children With Intellectual Disabilities and Extensive Support Needs6
Treatment Intensity: Considering Persons with Autism Spectrum Disorder and Intellectual Disability Who Have Complex Communication Needs6
A Meta-Analysis of Interventions to Support Elementary Students With Intellectual Disability in General Education Classes5
A Systematic Literature Review of Reading Instruction for Students With Complex Communication Needs5
Individuals With Extensive Support Needs and Mixed Methods Research: A Systematic Literature Review Across Education Subfields5
In Memory of Dr. Lou Brown4
Participation of Students With Intellectual Disability in Community-Based Work Experiences: A Scoping Review4
In Memoriam: Michael P. Brady4
Lou Brown: The Man Behind the Legend4
Editorial Welcome4
Book Review: Wolf Wolfensberger: The influence of the person and his ideas today—A Festschrift3
Holding and Professional Care: On Self-Determination for Persons With Profound Intellectual and Multiple Disabilities3
Approaches to Identification and Instruction for Students with Significant Cognitive Disabilities Who Are English Learners3
Haring et al. (1987): A Self-Advocate’s Reflection on Adolescent Peer Tutoring and Special Friend Experiences3
The Effects of an Instructional Package on Reading Skills for Multilingual Learners With Extensive Support Needs2
Reconceptualizing Education Grounded in the Multimodal Discourses of Girls of Color Labeled with Significant Cognitive Disabilities2
Commemorating 50 Years of RPSD: A Tribute to Brown et al. (1983) and Their Case for Desegregating Students With Extensive Support Needs2
Peer-Delivered Modified Schema-Based Instruction in Word Problem-Solving for High-School Students with Intellectual Disability2
Horner et al. (1990): Perspectives From an Early Career Scholar2
Reframing Teacher Candidates’ Views on Disability Through the Writings of Disabled Authors2
State-Level Analysis of Subminimum Wage Use for Individuals With Disabilities in the United States: Implications for Policy and Practice2
Access for Students with Extensive Support Needs to State-Adopted Grade-Level Standards and Curriculum in General Education Classes: A Content Analysis of the Literature2
Haring et al. (1987): Not If, But How2
A Mixed-Methods Quality Analysis of Behavior Intervention Plans for Students With Extensive Support Needs1
Examining the Intersection of Race, Ethnicity, Culture, Language, and Severe Disability: In Search of Equitable Schooling1
Ecobehavioral Analysis of the Experiences of Students With Complex Support Needs in Different Classroom Types1
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
How Do Peers Benefit From Peer-Mediated Interventions? Examining Impact Within Secondary and Postsecondary Programs1
Integrating Single-Case and Qualitative Approaches: A Mixed-Methods Analysis of a Science Comprehension Intervention for Students with Extensive Support Needs1
Professional Development with Emailed Practice-Based Feedback to Support Teacher-Led Inclusive Small Group Literacy Instruction1
Using Mixed Methods to Evaluate Modified Schema-Based Instruction in General Education Classrooms1
Guest Reviewers1
On Expanding the Definition and Use of Procedural Fidelity1
Paraeducator Involvement in Positive Behavioral Interventions and Supports: A Brief Report0
Parent Perceptions of Remote Instruction for Students with Extensive Support Needs0
Reflections From an Outgoing Editor0
What to Expect When You’re Investigating: Conducting School-Based Mixed Methods Research for Students with Extensive Support Needs0
Pursuing Paid Employment for Youth with Severe Disabilities: Multiple Perspectives on Pressing Challenges0
Experiences of Elementary Students with Complex Support Needs in Segregated Special Education Classrooms: A Mixed Methods Study0
Brown et al. (1983): How These Early Lessons Still Resonate With Me0
An Investigation of IEP Quality Associated With Special Education Placement for Students With Complex Support Needs0
Books Received0
Educators’ Perceptions on the Involvement of Students With Complex Support Needs in PBIS: The Role of Educational Placement0
Interventions Targeting Peer Interaction for Children Who Use Aided Augmentative and Alternative Communication: A Systematic Review0
Current Practices and Challenges in Language Proficiency Assessment for English Learners with Complex Support Needs0
Paraeducator-Delivered Interventions for Students with Extensive Support Needs in Inclusive School Settings: A Systematic Review0
Haring et al. (1987): Promoting Equitable Peer Interactions and Supports in Inclusive Classrooms0
Access to the General Education Curriculum for Students with Extensive Support Needs: Experts’ Perspectives0
Perceptions of Conflict with Service Providers Among Parents of Young Adults with Complex Support Needs0
50th Anniversary Series: Celebrating the Impact of Research on the Lives of People with Severe Disabilities0
Understanding of Autism and the Diagnostic Process in Uzbekistan: Mothers’ Perspectives0
A Systematic Review of Interventions to Promote Self-Determination for Students With Extensive Support Needs0
Commemorating 50 Years of RPSD : A Tribute to Horner et al. (1990) and the Start of Positive Behavior Support0
A Message from the TASH Executive Director to the RPSD Readership0
Students Educated With Alternate Curriculum in Elementary School: Timing, Switching, and Educational Placements0
Evaluating the Long-Term Efficacy of a Trauma-Informed Approach to Addressing Challenging Behavior in the Home0
Comparison of Academic and Social Outcomes of Students with Extensive Support Needs Across Placements0
Perspectives on School-to-Work Transition Services for Youth With Autism in China: Insights From Key Constituents0
Preservice Teachers’ Preparation in Communication Instruction for Students with Extensive Support Needs0
Corrigendum to “Teacher-Implemented Modified Schema-Based Instruction with Middle-Grade Students with Autism and Intellectual Disability.”0
Battle Fatigue: Parents, Institutionalized Ableism, and the “Fight” for Inclusive Education0
A review of “High leverage practices and students with extensive support needs” by Pennington, R., Ault, M. J., Courtade, G., Jameson, J. M, and Ruppar, A.0
Brown et al. (1983): Leading Forward With the Critical Nature of Context0
Embracing Mixed Methods Research in Special Education0
Perceptions of Postsecondary Experiences and Supports That Advance the Personal Goals of Students With Extensive Support Needs0
Person-Centered Planning for Group Home Residents with Intellectual and Developmental Disabilities0
Parent Advocacy for Lives That Matter0
RPSD Reviewer of the Year0
Knowledge and Skill Competencies for Job Coaches Who Provide On-the-Job Supports to Individuals With Disabilities0
Stress and Resilience of Families With Children with Intellectual and Developmental Disabilities During the COVID-19 Pandemic: A Mixed-Methods Study0
Examination of Contextual Variables Across and Within Different Types of Placement for Elementary Students With Complex Support Needs0
Professional Networks and Self-Efficacy of Paraeducators Working with Students with Learning to Use Augmentative and Alternative Communication (AAC)0
Teachers’ Perspectives on Challenges to Providing Work-Based Learning Experiences for Students with Extensive Support Needs0
Reimagining Language Proficiency Assessment for English Learners with Significant Cognitive Disabilities0
Brown et al. (1983): A Legacy of Lessons0
Experiences of Adult Siblings of Individuals With an Intellectual Disability and Pervasive Support Needs0
Using a Tag as a Stimulus Prompt to Increase Correct Dressing Orientation0
Commemorating 50 Years of RPSD : A Tribute to Haring et al. (1987) and the Emergence of Interventions to Promote Peer Interaction0
A Scoping Review of Part C Early Intervention for Children with Significant Support Needs0
Vocabulary Acquisition by Multilingual Students With Extensive Support Needs During Shared Reading0
Horner et al. (1990): The Seminal Role of Positive Behavior Supports0
Examining the Acceptance of Siblings With Down Syndrome Through a Positive Psychological Lens0
Psychological Flexibility, Parental Reflective Functioning, Parental Efficacy and Coping in Parents of Children With Autism0
Ecological Systems for Students Who Use AAC: Stakeholders’ Views on Factors Impacting Intervention and Outcomes0
A Heartfelt Tribute to Dr. Lou Brown: A Well-Intentioned Manipulator0
In Memoriam: Rud Turnbull0
Key Factors Influencing Inclusive Placement Decisions of Students With Extensive Support Needs0
Book Review: Pain and Shock in America: Politics, Advocacy, and the Controversial Treatment of People with Disabilities by Nisbet, J. with Weiss, N. R0
An Analysis of the Rehabilitation Service Administration 911 Supported and Customized Employment Outcome Data for Fiscal Years 2017–20200
Horner et al. (1990): Catalyst for Change0
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