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 2021-04-01 to 2025-04-01.)
ArticleCitations
Access to the General Education Curriculum for Students with Extensive Support Needs: Experts’ Perspectives24
Peer-Delivered Modified Schema-Based Instruction in Word Problem-Solving for High-School Students with Intellectual Disability22
Using System of Least Prompts to Teach Self-Help Skills to Students Who Are Deafblind21
Parent Perceptions of Remote Instruction for Students with Extensive Support Needs18
Tribute to Dennis E. Mithaug17
Experiences of Adult Siblings of Individuals With an Intellectual Disability and Pervasive Support Needs15
Ecological Systems for Students Who Use AAC: Stakeholders’ Views on Factors Impacting Intervention and Outcomes13
Teachers’ Perspectives on Challenges to Providing Work-Based Learning Experiences for Students with Extensive Support Needs12
Evaluating the Long-Term Efficacy of a Trauma-Informed Approach to Addressing Challenging Behavior in the Home12
Book Review: Pain and Shock in America: Politics, Advocacy, and the Controversial Treatment of People with Disabilities by Nisbet, J. with Weiss, N. R12
A Message from the TASH Executive Director to the RPSD Readership11
How Do Peers Benefit From Peer-Mediated Interventions? Examining Impact Within Secondary and Postsecondary Programs11
Access for Students with Extensive Support Needs to State-Adopted Grade-Level Standards and Curriculum in General Education Classes: A Content Analysis of the Literature11
RPSD Reviewer of the Year10
The Role of Multiliteracies in Changing Learning Spaces and Promoting Self-Advocacy for Students with Complex Support Needs9
Person-Centered Planning for Group Home Residents with Intellectual and Developmental Disabilities9
A Survey of General Education Faculty on Preparing Teachers to Support Students with Extensive Support Needs: A Brief Report8
Using Mixed Methods to Evaluate Modified Schema-Based Instruction in General Education Classrooms6
Treatment Intensity: Considering Persons with Autism Spectrum Disorder and Intellectual Disability Who Have Complex Communication Needs6
Reconceptualizing Education Grounded in the Multimodal Discourses of Girls of Color Labeled with Significant Cognitive Disabilities6
Quality of Life for People with Disabilities: Why Applied Behavior Analysts Should Consider This a Primary Dependent Variable5
Youth Rights in Postsecondary Transition: Gibson v. Forest Hills (2016)5
Paraeducator Involvement in Positive Behavioral Interventions and Supports: A Brief Report5
Examining the Intersection of Race, Ethnicity, Culture, Language, and Severe Disability: In Search of Equitable Schooling4
A Mixed-Methods Quality Analysis of Behavior Intervention Plans for Students With Extensive Support Needs4
Paraeducator-Delivered Interventions for Students with Extensive Support Needs in Inclusive School Settings: A Systematic Review4
Supporting Families with Children Who Display Severe Challenging Behavior4
Book Review: Those They Called Idiots: The Idea of the Disabled Mind From 1700 to the Present Day by Jarrett, S3
A Secondary Analysis of Jackson et al. (2022): The Impact of Educational Placement for Students with Complex Support Needs3
Holding and Professional Care: On Self-Determination for Persons With Profound Intellectual and Multiple Disabilities2
Integrating Single-Case and Qualitative Approaches: A Mixed-Methods Analysis of a Science Comprehension Intervention for Students with Extensive Support Needs2
Individuals With Extensive Support Needs and Mixed Methods Research: A Systematic Literature Review Across Education Subfields2
A Meta-Analysis of Interventions to Support Elementary Students With Intellectual Disability in General Education Classes2
Lou Brown: The Man Behind the Legend2
A Call to Action: Extending the Research on Trauma Assessment and Treatment for Children With Intellectual Disabilities and Extensive Support Needs2
A Heartfelt Tribute to Dr. Lou Brown: A Well-Intentioned Manipulator1
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
Teacher-Implemented Modified Schema-Based Instruction with Middle-Grade Students with Autism and Intellectual Disability1
Participation of Students With Intellectual Disability in Community-Based Work Experiences: A Scoping Review1
Editorial Welcome1
Key Factors Influencing Inclusive Placement Decisions of Students With Extensive Support Needs1
In Memory of Dr. Lou Brown1
In Memoriam: Michael P. Brady1
Predicting the Frequency and Significance of Social Contacts Across Placements: A Bayesian Multilevel Model Analysis1
A Scoping Review of Part C Early Intervention for Children with Significant Support Needs0
Stress and Resilience of Families With Children with Intellectual and Developmental Disabilities During the COVID-19 Pandemic: A Mixed-Methods Study0
A Systematic Review of Interventions to Promote Self-Determination for Students With Extensive Support Needs0
An Analysis of the Rehabilitation Service Administration 911 Supported and Customized Employment Outcome Data for Fiscal Years 2017–20200
Educators’ Perceptions on the Involvement of Students With Complex Support Needs in PBIS: The Role of Educational Placement0
Corrigendum to “Teacher-Implemented Modified Schema-Based Instruction with Middle-Grade Students with Autism and Intellectual Disability.”0
Vocabulary Acquisition by Multilingual Students With Extensive Support Needs During Shared Reading0
Psychological Flexibility, Parental Reflective Functioning, Parental Efficacy and Coping in Parents of Children With Autism0
Guest Reviewers0
A Systematic Review of Modified Schema-Based Instruction for Teaching Students with Moderate and Severe Disabilities to Solve Mathematical Word Problems0
Interventions Targeting Peer Interaction for Children Who Use Aided Augmentative and Alternative Communication: A Systematic Review0
Commemorating 50 Years of RPSD: A Tribute to Brown et al. (1983) and Their Case for Desegregating Students With Extensive Support Needs0
Books Received0
Evaluation of the Evidence Base for Shared Reading to Support Literacy Skill Development for Students with Extensive Support Needs0
Experiences of Elementary Students with Complex Support Needs in Segregated Special Education Classrooms: A Mixed Methods Study0
A Review of Case Studies in Applied Behavior Analysis for Individuals with Disabilities0
Students Educated With Alternate Curriculum in Elementary School: Timing, Switching, and Educational Placements0
On Expanding the Definition and Use of Procedural Fidelity0
Education of Students with Disabilities, Science, and Randomized Controlled Trials0
Brown et al. (1983): A Legacy of Lessons0
Professional Networks and Self-Efficacy of Paraeducators Working with Students with Learning to Use Augmentative and Alternative Communication (AAC)0
Comparison of Academic and Social Outcomes of Students with Extensive Support Needs Across Placements0
Perceptions of Postsecondary Experiences and Supports That Advance the Personal Goals of Students With Extensive Support Needs0
Brown et al. (1983): How These Early Lessons Still Resonate With Me0
Parent Advocacy for Lives That Matter0
Preservice Teachers’ Preparation in Communication Instruction for Students with Extensive Support Needs0
Skills, Behaviors, Expectations, and Experiences Associated with Improved Postsecondary Outcomes for Students with Significant Cognitive Disabilities0
Introduction to an Agenda for Advancing the Field of Severe Disabilities0
Reframing Teacher Candidates’ Views on Disability Through the Writings of Disabled Authors0
Introduction to the Special Issue on the Impact of Placement on Outcomes for Students with Complex Support Needs0
Knowledge and Skill Competencies for Job Coaches Who Provide On-the-Job Supports to Individuals With Disabilities0
The Effects of an Instructional Package on Reading Skills for Multilingual Learners With Extensive Support Needs0
Reimagining Language Proficiency Assessment for English Learners with Significant Cognitive Disabilities0
Reflections From an Outgoing Editor0
Current Practices and Challenges in Language Proficiency Assessment for English Learners with Complex Support Needs0
50th Anniversary Series: Celebrating the Impact of Research on the Lives of People with Severe Disabilities0
Well-Being of Families with a Child with Profound Intellectual and Multiple Disabilities0
Embracing Mixed Methods Research in Special Education0
Approaches to Identification and Instruction for Students with Significant Cognitive Disabilities Who Are English Learners0
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
Pursuing Paid Employment for Youth with Severe Disabilities: Multiple Perspectives on Pressing Challenges0
Using a Tag as a Stimulus Prompt to Increase Correct Dressing Orientation0
Book Review: Wolf Wolfensberger: The influence of the person and his ideas today—A Festschrift0
Professional Development with Emailed Practice-Based Feedback to Support Teacher-Led Inclusive Small Group Literacy Instruction0
An Investigation of IEP Quality Associated With Special Education Placement for Students With Complex Support Needs0
Cultural Influences on Parental Advocacy for Inclusion: Experiences of South Asian Families With Children with Extensive Support Needs0
Examination of Contextual Variables Across and Within Different Types of Placement for Elementary Students With Complex Support Needs0
Training Teachers of Children With Moderate to Significant Support Needs to Contingently Respond to Child-Initiated Social Participation Behaviors During Centers0
Supports and Empowerment for Families of Children with Extensive Support Needs Throughout the COVID-19 Pandemic0
State-Level Analysis of Subminimum Wage Use for Individuals With Disabilities in the United States: Implications for Policy and Practice0
Brown et al. (1983): Leading Forward With the Critical Nature of Context0
Battle Fatigue: Parents, Institutionalized Ableism, and the “Fight” for Inclusive Education0
Beliefs About Secondary-Age Students with Extensive Support Needs Participating in Their Health Care at School0
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