A Unified Theory of Practice in Early Intervention/Early Childhood Special Education

By S. Odom, M. Wolery. 2003

269 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/408a3eafcecb9c007f9de87179afb315143f556a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. C. Trivette
2. C. Dunst
3. M. Raab
4. J. Summers
5. Bonnie Billingsley
6. R. Simpson
7. J. McLeskey
8. Deborah W. Hamby

In Developmental and Educational Psychology

1. M. Raab
2. C. Dunst
3. C. Trivette
4. J. McLeskey
5. Carl R. Smith
6. Bonnie Billingsley
7. R. Simpson
8. Jason C. Travers

In Education

1. C. Trivette
2. C. Dunst
3. M. Raab
4. J. McLeskey
5. Bonnie Billingsley
6. J. Summers
7. Carl R. Smith
8. M. J. Brotherson

Citations in the corpus

• How Does the Quality and Stability of the Teaching Force Influence the Research-to-Practice Gap? (2008, background): “…were previously described for students with learning disabilities (Vaughn & LinanThompson, 2003) and are also available for students across disability categories (e.g., see Browder & Cooper-Duffy, 2003; Landrum et al., 2003) and age levels (e.g., see Kohler & Field, 2003; Odom & Wolery, 2003).”
• Understanding Qualitative Metasynthesis (2011, background): “There continues to be a strong focus on developing and using evidence-based practices (Bruder, 2010; Odom & Wolery, 2003; Wesley & Buysse, 2006).”
• An Implementation Science Framework for Conceptualizing and Operationalizing Fidelity in Early Childhood Intervention Studies (2013, methodology): “As is the case with implementation practices, any intervention practice can also be conceptualized and operationalized as consisting of key characteristics (e.g., Guralnick, 2001; Justice & Pullen, 2003; Odom & Wolery, 2003; Sandall, Hemmeter, Smith, & McLean, 2005).”
• Critical Educational Program Components for Students With Emotional and Behavioral Disorders: Science, Policy, and Practice (2011, background): “…evidence that children and youth diagnosed with EBD generally require community supports and non-school-based services, many families and professionals report that they are either unaware of programs or are unable to access them (Fiedler et al., 2007; Neel et al., 2003; Odom & Wolery, 2003).”
• Racial and Ethnic Diversity of Participants in Research Supporting Evidence-Based Practices for Learners With Autism Spectrum Disorder (2016, background): “This means special education professionals must develop and refine relationships with students and families in ways that enhance teacher ability to arrange effective instructional conditions (Odom & Wolery, 2003; Simpson, Mundschenk, & Heflin, 2011).”