Research and Practice for Persons With Severe Disabilities

Papers
(The TQCC of Research and Practice for Persons With Severe Disabilities 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 2022-01-01 to 2026-01-01.)
ArticleCitations
A Survey of General Education Faculty on Preparing Teachers to Support Students with Extensive Support Needs: A Brief Report29
A Secondary Analysis of Jackson et al. (2022): The Impact of Educational Placement for Students with Complex Support Needs27
Haring et al. (1987): Friendship Matters Then and Now26
Teacher-Implemented Modified Schema-Based Instruction with Middle-Grade Students with Autism and Intellectual Disability18
Predicting the Frequency and Significance of Social Contacts Across Placements: A Bayesian Multilevel Model Analysis16
Horner et al. (1990): A Mid-Career Reflection on Nonaversive Behavioral Support15
Definitions of Support Needs: An Analysis and Call for Clarity14
Cultural Influences on Parental Advocacy for Inclusion: Experiences of South Asian Families With Children with Extensive Support Needs14
Well-Being of Families with a Child with Profound Intellectual and Multiple Disabilities13
A Review of Case Studies in Applied Behavior Analysis for Individuals with Disabilities9
Using the Self-Determined Learning Model of Instruction for Teachers to Set Goals to Enhance Their Inclusive Education Practices9
Introduction to the Special Issue on the Impact of Placement on Outcomes for Students with Complex Support Needs8
Training Teachers of Children With Moderate to Significant Support Needs to Contingently Respond to Child-Initiated Social Participation Behaviors During Centers8
Beliefs About Secondary-Age Students with Extensive Support Needs Participating in Their Health Care at School8
Using System of Least Prompts to Teach Self-Help Skills to Students Who Are Deafblind7
An Explanatory Sequential Investigation of the Science Learning and Communicative Participation in Grade-Aligned Group Science Instruction for Students With Intellectual Disability7
Tribute to Dennis E. Mithaug7
Supports and Empowerment for Families of Children with Extensive Support Needs Throughout the COVID-19 Pandemic7
A Call to Action: Extending the Research on Trauma Assessment and Treatment for Children With Intellectual Disabilities and Extensive Support Needs5
Individuals With Extensive Support Needs and Mixed Methods Research: A Systematic Literature Review Across Education Subfields5
A Systematic Literature Review of Reading Instruction for Students With Complex Communication Needs5
A Meta-Analysis of Interventions to Support Elementary Students With Intellectual Disability in General Education Classes5
Youth Rights in Postsecondary Transition: Gibson v. Forest Hills (2016)5
Haring et al. (1987): A Self-Advocate’s Reflection on Adolescent Peer Tutoring and Special Friend Experiences4
In Memoriam: Michael P. Brady4
Holding and Professional Care: On Self-Determination for Persons With Profound Intellectual and Multiple Disabilities4
Editorial Welcome4
Haring et al. (1987): Not If, But How3
Contribution of Psychological Flexibility and Parental Reflective Functioning to Parental Self-Efficacy of Parents of Children With ASD in Routine and War Times3
Commemorating 50 Years of RPSD: A Tribute to Brown et al. (1983) and Their Case for Desegregating Students With Extensive Support Needs3
State-Level Analysis of Subminimum Wage Use for Individuals With Disabilities in the United States: Implications for Policy and Practice3
Participation of Students With Intellectual Disability in Community-Based Work Experiences: A Scoping Review3
Reframing Teacher Candidates’ Views on Disability Through the Writings of Disabled Authors3
Book Review: Wolf Wolfensberger: The influence of the person and his ideas today—A Festschrift3
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