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 2022-06-01 to 2026-06-01.)
ArticleCitations
A Survey of General Education Faculty on Preparing Teachers to Support Students with Extensive Support Needs: A Brief Report30
A Secondary Analysis of Jackson et al. (2022): The Impact of Educational Placement for Students with Complex Support Needs23
Predicting the Frequency and Significance of Social Contacts Across Placements: A Bayesian Multilevel Model Analysis19
Well-Being of Families with a Child with Profound Intellectual and Multiple Disabilities17
Haring et al. (1987): Friendship Matters Then and Now17
Cultural Influences on Parental Advocacy for Inclusion: Experiences of South Asian Families With Children with Extensive Support Needs16
Horner et al. (1990): A Mid-Career Reflection on Nonaversive Behavioral Support11
Definitions of Support Needs: An Analysis and Call for Clarity10
A Review of Case Studies in Applied Behavior Analysis for Individuals with Disabilities9
An Explanatory Sequential Investigation of the Science Learning and Communicative Participation in Grade-Aligned Group Science Instruction for Students With Intellectual Disability9
Using the Self-Determined Learning Model of Instruction for Teachers to Set Goals to Enhance Their Inclusive Education Practices9
Training Teachers of Children With Moderate to Significant Support Needs to Contingently Respond to Child-Initiated Social Participation Behaviors During Centers8
Supporting Participation in Literacy Activities for Multilingual Students Who Use AAC: Lessons From a School-Wide Professional Learning Community7
Tribute to Dennis E. Mithaug7
Supports and Empowerment for Families of Children with Extensive Support Needs Throughout the COVID-19 Pandemic7
Paraprofessionals as Job Coaches in Community-Based Work Experiences for Students with Extensive Support Needs7
Introduction to the Special Issue on the Impact of Placement on Outcomes for Students with Complex Support Needs7
Beliefs About Secondary-Age Students with Extensive Support Needs Participating in Their Health Care at School7
Youth Rights in Postsecondary Transition: Gibson v. Forest Hills (2016)5
Using System of Least Prompts to Teach Self-Help Skills to Students Who Are Deafblind5
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 Classes4
Individuals With Extensive Support Needs and Mixed Methods Research: A Systematic Literature Review Across Education Subfields4
A Systematic Literature Review of Reading Instruction for Students With Complex Communication Needs4
State-Level Analysis of Subminimum Wage Use for Individuals With Disabilities in the United States: Implications for Policy and Practice3
Contribution of Psychological Flexibility and Parental Reflective Functioning to Parental Self-Efficacy of Parents of Children With ASD in Routine and War Times3
Haring et al. (1987): A Self-Advocate’s Reflection on Adolescent Peer Tutoring and Special Friend Experiences3
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
Haring et al. (1987): Not If, But How3
Reframing Teacher Candidates’ Views on Disability Through the Writings of Disabled Authors3
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
Horner et al. (1990): Perspectives From an Early Career Scholar2
Peer-Delivered Modified Schema-Based Instruction in Word Problem-Solving for High-School Students with Intellectual Disability2
Browder et al. (2006): Early Career Reflections on Academic Instructional Alignment for Students With ESN1
Ecobehavioral Analysis of the Experiences of Students With Complex Support Needs in Different Classroom Types1
Horner et al. (1990): The Seminal Role of Positive Behavior Supports1
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
Examining the Intersection of Race, Ethnicity, Culture, Language, and Severe Disability: In Search of Equitable Schooling1
Effects of a Community-Based Intervention for Teaching Leisure and Recreation Skills to Young Adults With Extensive Support Needs1
Interventions Targeting Peer Interaction for Children Who Use Aided Augmentative and Alternative Communication: A Systematic Review1
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
A Mixed-Methods Quality Analysis of Behavior Intervention Plans for Students With Extensive Support Needs1
Integrating Single-Case and Qualitative Approaches: A Mixed-Methods Analysis of a Science Comprehension Intervention for Students with Extensive Support Needs1
Embracing Mixed Methods Research in Special Education1
Browder et al. (2006): A Teacher’s Reflection on Living the Link1
Access for Students with Extensive Support Needs to State-Adopted Grade-Level Standards and Curriculum in General Education Classes: A Content Analysis of the Literature1
“Normalizing a Diverse Environment”: Collective Visions of Authentic Inclusion0
Stress and Resilience of Families With Children with Intellectual and Developmental Disabilities During the COVID-19 Pandemic: A Mixed-Methods Study0
Person-Centered Planning for Group Home Residents with Intellectual and Developmental Disabilities0
What to Expect When You’re Investigating: Conducting School-Based Mixed Methods Research for Students with Extensive Support Needs0
An Investigation of IEP Quality Associated With Special Education Placement for Students With Complex Support Needs0
A Systematic Review of Interventions to Promote Self-Determination for Students With Extensive Support Needs0
Experiences of Elementary Students with Complex Support Needs in Segregated Special Education Classrooms: A Mixed Methods Study0
Reimagining Language Proficiency Assessment for English Learners with Significant Cognitive Disabilities0
Intervention Research on Challenging Behavior in Inclusive School Settings for Students With Extensive Support Needs: A Systematic Review0
Commemorating 50 Years of RPSD : A Tribute to Horner et al. (1990) and the Start of Positive Behavior Support0
A Mixed-Methods Study Describing the Experiences of Elementary Students with Complex Support Needs in Inclusive Settings0
Commemorating 50 Years of RPSD : A Tribute to Browder et al. (2006) and Aligning Instruction With Academic Content Standards0
Book Review: Pain and Shock in America: Politics, Advocacy, and the Controversial Treatment of People with Disabilities by Nisbet, J. with Weiss, N. R0
“I Keep Going Till I Get What She Needs:” A Mixed-Methods Study Investigating the Educational Experiences of Caregivers of Children with Medical Complexities0
Examining the Quality of Individualized Education Programs for Students with Autism Spectrum Disorder and Intellectual Disability in Turkey0
People with Disabilities in War Contexts: A Scoping Review Using the ICF Model0
What’s in a Label? On the Justification for Complete Participant Descriptions0
Parent Perceptions of Remote Instruction for Students with Extensive Support Needs0
Browder et al. (2006): From Links to Legacy0
Haring et al. (1987): Promoting Equitable Peer Interactions and Supports in Inclusive Classrooms0
Key Factors Influencing Inclusive Placement Decisions of Students With Extensive Support Needs0
Educators’ Perceptions on the Involvement of Students With Complex Support Needs in PBIS: The Role of Educational Placement0
Evaluating the Long-Term Efficacy of a Trauma-Informed Approach to Addressing Challenging Behavior in the Home0
Understanding of Autism and the Diagnostic Process in Uzbekistan: Mothers’ Perspectives0
Commemorating 50 Years of RPSD : A Tribute to Haring et al. (1987) and the Emergence of Interventions to Promote Peer Interaction0
An Analysis of the Rehabilitation Service Administration 911 Supported and Customized Employment Outcome Data for Fiscal Years 2017–20200
Perspectives on School-to-Work Transition Services for Youth With Autism in China: Insights From Key Constituents0
Multiple Perspectives on the Employment Preparation of Students With Extensive Support Needs0
Perceptions of Postsecondary Experiences and Supports That Advance the Personal Goals of Students With Extensive Support Needs0
Paraeducator Involvement in Positive Behavioral Interventions and Supports: A Brief Report0
Alumni Perspectives on Employment, Independent Living, and Social Engagement After a CTP Program0
A Message from the TASH Executive Director to the RPSD Readership0
Corrigendum to “Teacher-Implemented Modified Schema-Based Instruction with Middle-Grade Students with Autism and Intellectual Disability.”0
Systematic Review of Interventions Supporting Elementary Students With Intellectual Disability in General Education Classes0
Students Educated With Alternate Curriculum in Elementary School: Timing, Switching, and Educational Placements0
Preparing for Inclusive Education: A Survey of Special Education Faculty in Hawai’i0
Examining the Acceptance of Siblings With Down Syndrome Through a Positive Psychological Lens0
Battle Fatigue: Parents, Institutionalized Ableism, and the “Fight” for Inclusive Education0
Knowledge and Skill Competencies for Job Coaches Who Provide On-the-Job Supports to Individuals With Disabilities0
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
Perceptions of Conflict with Service Providers Among Parents of Young Adults with Complex Support Needs0
Using a Tag as a Stimulus Prompt to Increase Correct Dressing Orientation0
Experiences of Adult Siblings of Individuals With an Intellectual Disability and Pervasive Support Needs0
Horner et al. (1990): Catalyst for Change0
Brown et al. (1983): Leading Forward With the Critical Nature of Context0
Examination of Contextual Variables Across and Within Different Types of Placement for Elementary Students With Complex Support Needs0
Psychological Flexibility, Parental Reflective Functioning, Parental Efficacy and Coping in Parents of Children With Autism0
Professional Networks and Self-Efficacy of Paraeducators Working with Students with Learning to Use Augmentative and Alternative Communication (AAC)0
In Memoriam: Rud Turnbull0
Teachers’ Perspectives on Challenges to Providing Work-Based Learning Experiences for Students with Extensive Support Needs0
Access to the General Education Curriculum for Students with Extensive Support Needs: Experts’ Perspectives0
Vocabulary Acquisition by Multilingual Students With Extensive Support Needs During Shared Reading0
Brown et al. (1983): How These Early Lessons Still Resonate With Me0
RPSD Reviewer of the Year0
Browder et al. (2006): Reminiscing on Broken Glass Ceilings0
Brown et al. (1983): A Legacy of Lessons0
50th Anniversary Series: Celebrating the Impact of Research on the Lives of People with Severe Disabilities0
A Scoping Review of Part C Early Intervention for Children with Significant Support Needs0
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