| An Updated Evidence-Based Practice Review on Teaching Mathematics to Students With Moderate and Severe Developmental Disabilities |
24 |
| Examining the Simple View of Reading With Elementary School Children: Still Simple After All These Years |
19 |
| A Systematic Review of Teacher-Delivered Behavior-Specific Praise on K-12 Student Performance |
19 |
| The Concrete-Representational-Abstract Approach for Students With Learning Disabilities: An Evidence-Based Practice Synthesis |
18 |
| Extending the Simple View of Reading to Account for Variation Within Readers and Across Texts: The Complete View of Reading (CVRi) |
17 |
| The Simple View of Reading Across Development: Prediction of Grade 3 Reading Comprehension From Prekindergarten Skills |
14 |
| A Review of Summarizing and Main Idea Interventions for Struggling Readers in Grades 3 Through 12: 1978-2016 |
12 |
| The Simple View of Reading: Advancements and False Impressions |
11 |
| Publishing Single-Case Research Design Studies That Do Not Demonstrate Experimental Control |
11 |
| Classroom Social Dynamics Management: Why the Invisible Hand of the Teacher Matters for Special Education |
11 |
| A Review and Critical Examination of the System of Least Prompts |
11 |
| Simple and Not-So-Simple Views of Reading |
10 |
| The Simple View of Reading: Three Assessments of Its Adequacy |
8 |
| Mathematics Interventions for Upper Elementary and Secondary Students: A Meta-Analysis of Research |
7 |
| Using Video Prompting to Teach Mathematical Problem Solving of Real-World Video-Simulation Problems |
7 |
| Special Educators' Experiences of Roles and Responsibilities in Self-Contained Classes for Students With Emotional/Behavioral Disorders |
6 |
| Parent Training Programs for School-Age Children With Autism: A Systematic Review |
6 |
| Teacher Racial/Ethnic Diversity: Distribution of Special and General Educators of Color Across Schools |
6 |
| Single-Case Analysis to Determine Reasons for Failure of Behavioral Treatment via Telehealth |
5 |
| Negative Results: Conceptual and Methodological Dimensions in Single-Case Intervention Research |
5 |
| The Effects of Antecedent Exercise on Engagement During Large Group Activities for Young Children |
5 |
| Multicomponent Reading Interventions for Students With Intellectual Disability |
5 |
| The Nature of Friendship Between Students With and Without Severe Disabilities |
5 |
| Self-Advocacy Instruction to Teach High School Seniors With Mild Disabilities to Access Accommodations in College |
4 |
| Sequential Multiple-Assignment Randomized Trials: Developing and Evaluating Adaptive Interventions in Special Education |
4 |
| Empowering Teachers With Low-Intensity Strategies to Support Instruction: Within-Activity Choices in Third-Grade Math With Null Effects |
4 |
| A High School Replication of Targeted Professional Development for Classroom Management |
3 |
| Establishing Journalistic Standards for the Publication of Negative Results |
3 |
| Examining Dimensions of Treatment Intensity and Treatment Fidelity in Mathematics Intervention Research for Students at Risk |
3 |
| Special Education Preservice Teachers, Intersectional Diversity, and the Privileging of Emerging Professional Identities |
3 |
| Effects of Peer Support Arrangements Across Instructional Formats and Environments for Students With Severe Disabilities |
3 |
| Examining the Relative Utility of PBIS Implementation Fidelity Scores in Relation to Student Outcomes |
3 |
| Teacher Educators' Perspectives: Preparing Preservice Teachers to Provide Access to the General Curriculum |
3 |
| Using the Schoolwide Expectations Survey for Specific Settings to Build Expectation Matrices |
2 |
| An Evaluation of Procedures for Teaching Students With Moderate to Severe Disabilities to Write Sentences |
2 |
| Strategies for Recruiting and Retaining Black Male Special Education Teachers |
2 |
| Tracking Special Education Teacher Candidates' Reflective Practices Over Time |
2 |
| Disfluent Font Can Hinder Sight-Word Acquisition in Students With Intellectual Disability |
2 |
| Examining the Effects of Afterschool Reading Interventions for Upper Elementary Struggling Readers |
2 |
| Supporting Special Education Teacher Induction Through High-Leverage Practices |
2 |
| Sharing a Vision, Sharing Practices: How Communities of Educators Improve Teaching |
1 |
| What Are High-Leverage Practices for Special Education Teachers and Why Are They Important? |
1 |
| Writing for My Future: Transition-Focused Self-Advocacy of Secondary Students With Emotional/Behavioral Disorders |
1 |
| Perceptions of School Climate Among Students Self-Identifying as Lesbian, Gay, or Bisexual |
1 |
| The Application of Empirically Supported Practices in Middle School Social Studies Classrooms |
1 |
| Examining SAEBRS Technical Adequacy and the Moderating Influence of Criterion Type on Cut Score Performance |
1 |
| Validation of the PBIS-ACT Full: An Updated Measure of Staff Commitment to Implement SWPBIS |
1 |
| Factor Validation of the Staff Perceptions of Behavior and Discipline (SPBD) Survey |
1 |
| The Construction and Initial Validation of the Student Teachers' Efficacy Scale for Teaching Students With Disabilities |
1 |
| Same-Race Student-Teacher: Comparing Outcomes for Kindergartners With and Without Disabilities |
1 |
