| Research in special education: Designs, methods, and applications PD Rumrill Jr, BG Cook, NA Stevenson Charles C Thomas Publisher, 2020 | 216 | 2020 |
| School context and the academic and behavioral progress of students with emotional disturbance GN Siperstein, AL Wiley, SR Forness Behavioral Disorders 36 (3), 172-184, 2011 | 185 | 2011 |
| Does providing transition services early enable students with ASD to achieve better vocational outcomes as adults? RE Cimera, S Burgess, A Wiley Research and Practice for Persons with Severe Disabilities 38 (2), 88-93, 2013 | 122 | 2013 |
| Disproportionate poverty, conservatism, and the disproportionate identification of minority students with emotional and behavioral disorders AL Wiley, FJ Brigham, JM Kauffman, JE Bogan Education and Treatment of Children 36 (4), 29-50, 2013 | 92 | 2013 |
| School context and the problem behavior and social skills of students with emotional disturbance AL Wiley, GN Siperstein, SR Forness, FJ Brigham Journal of Child and Family Studies 19, 451-461, 2010 | 77 | 2010 |
| Inclusive education moving forward JM Kauffman, D Anastasiou, J Badar, JC Travers, AL Wiley General and special education inclusion in an age of change: Roles of …, 2016 | 62 | 2016 |
| School context and the academic achievement of students with emotional disturbance AL Wiley, GN Siperstein, KE Bountress, SR Forness, FJ Brigham Behavioral Disorders 33 (4), 198-210, 2008 | 56 | 2008 |
| Endrew and FAPE: Concepts and implications for all students with disabilities JM Kauffman, AL Wiley, JC Travers, J Badar, D Anastasiou Behavior modification 45 (1), 177-198, 2021 | 46 | 2021 |
| Seeing red, feeling blue: The impact of state political leaning on state identification rates for emotional disturbance A Wiley, G Siperstein Behavioral Disorders 36 (3), 195-207, 2011 | 42 | 2011 |
| Research in the wake of the No Child Left Behind Act: Why the controversies will continue and some suggestions for controversial research FJ Brigham, WE Gustashaw III, AL Wiley, MSP Brigham Behavioral Disorders 29 (3), 300-310, 2004 | 40 | 2004 |
| SEL for students with high-incidence disabilities AL Wiley, GN Siperstein Handbook of social and emotional learning: Research and practice, 213-228, 2015 | 35 | 2015 |
| Teachers’ causal attributions for student problem behavior: Implications for school-based behavioral interventions and research AL Wiley, M Tankersley, A Simms Classroom behavior, contexts, and interventions 25, 279-300, 2012 | 28 | 2012 |
| Minority disproportionate representation in special education: Politics and evidence, issues, and implications D Anastasiou, PL Morgan, G Farkas, AL Wiley Handbook of special education, 897-910, 2017 | 26 | 2017 |
| RtI: Controversies and solutions JM Kauffman, J Badar, AL Wiley Handbook of response to intervention and multi-tiered systems of support, 11-25, 2018 | 21 | 2018 |
| Special education today in the United States of America JM Kauffman, SE Hirsch, J Badar, AL Wiley, BR Barber Special education international perspectives: Practices across the globe, 3-31, 2014 | 19 | 2014 |
| Is EBD ‘Special’, and is ‘Special Education’an Appropriate TJ Landrum, AL Wiley, M Tankersley, JM Kauffman The Sage handbook of emotional and behavioral difficulties, 69, 2013 | 15 | 2013 |
| How the President's Commission on Excellence in Special Education Devalues Special Education. JM Kauffman, AL Wiley Learning Disabilities: A Multidisciplinary Journal 13 (1), 3-6, 2004 | 14 | 2004 |
| ‘Science is accessible for everyone’: preservice special education teachers’ nature of science perceptions and instructional practices MR Librea-Carden, BK Mulvey, LA Borgerding, AL Wiley, T Ferdous International Journal of Science Education 43 (6), 949-968, 2021 | 13 | 2021 |
| Place values: What moral psychology can tell us about the full inclusion debate in special education AL Wiley Enduring Issues In Special Education, 231-250, 2015 | 13 | 2015 |
| Conservatism and the underidentification of students with emotional and behavioral disorders in special education AL Wiley, JM Kauffman, K Plageman Exceptionality 22 (4), 237-251, 2014 | 12 | 2014 |
Dimitris AnastasiouProfessor, Southern Illinois UniversityVerified email at siu.edu
