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Cited by

• 2001Some historical perspectives in the development of special education in Ghana103 cited
• 2014Comprehensive, Integrated, Three-Tiered Models of Prevention: Why Does My School—and District—Need an Integrated Approach to Meet Students’ Academic, Behavioral, and Social Needs?67 cited
• 1990The Quality of IEP Objectives and Their Relevance to Instruction for Students with Mental Retardation and Behavioral Disorders66 cited
• 2015Empowering Teachers with Low-Intensity Strategies to Support Academic Engagement: Implementation and Effects of Instructional Choice for Elementary Students in Inclusive Settings42 cited
• 2013Disability, Disorder, and Identity34 cited
• 1998Writing IEP Goals and Objectives32 cited
• 1988Reducing Aggressive Behaviors in Special and Regular Class Settings by Training Alternative Social Responses28 cited
• 2000Teaching What WeDoKnow: Preservice Training and Functional Behavioral Assessment25 cited
• 1991Extended School Year Policies: An Established Necessity22 cited
• 1993Beyond the Mandate14 cited
• 1996Using Computers to Generate IEPs: Rethinking the Process9 cited
• 2021The Nature and Extent of Special Education Law in Teacher Preparation8 cited