Andrew Wiley
Title
Cited by
Cited by
Year
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
1522011
Research in special education: Designs, methods, and applications
PD Rumrill Jr, BG Cook, NA Stevenson
Charles C Thomas Publisher, 2020
1312020
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
772013
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 (4), 451-461, 2010
642010
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
622013
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
462016
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
462008
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
392004
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
312011
SEL for students with high-incidence disabilities
AL Wiley, GN Siperstein
Handbook of social and emotional learning: Research and practice, 213-228, 2015
172015
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
162021
Place values: What moral psychology can tell us about the full inclusion debate in special education
AL Wiley
Enduring issues in special education: Personal perspectives, 231-250, 2015
152015
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, 2012
152012
RtI: Controversies and solutions
JM Kauffman, J Badar, AL Wiley
Handbook of response to intervention and multi-tiered systems of support, 11-25, 2018
122018
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
122017
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
122004
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
112013
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, 2014
102014
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
82014
Conducting integrative reviews of special education research: Overview and case study
EA Edgemon, AL Wiley, BR Jablonski, JW Lloyd
Applications of research methodology, 2006
52006
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