| The Concrete–Representational–Abstract Approach for Students With Learning Disabilities: An Evidence-Based Practice Synthesis EC Bouck, R Satsangi, J Park Remedial and Special Education 39 (4), 211-228, 2018 | 142 | 2018 |
| The effect of video modeling and video prompting interventions on individuals with intellectual disability: A systematic literature review J Park, E Bouck, A Duenas Journal of Special Education Technology 34 (1), 3-16, 2019 | 134 | 2019 |
| A systematic review of the literature on mathematics manipulatives to support students with disabilities EC Bouck, J Park Education and Treatment of Children 41 (1), 65-106, 2018 | 96 | 2018 |
| Teaching Equivalent Fractions to Secondary Students With Disabilities via the Virtual–Representational–Abstract Instructional Sequence EC Bouck, L Bassette, J Shurr, J Park, J Kerr, A Whorley Journal of Special Education Technology 32 (4), 220-231, 2017 | 70 | 2017 |
| Using video modeling to teach social skills for employment to youth with intellectual disability J Park, EC Bouck, A Duenas Career Development and Transition for Exceptional Individuals 43 (1), 40-52, 2020 | 57 | 2020 |
| Concrete and app-based manipulatives to support students with disabilities with subtraction EC Bouck, C Chamberlain, J Park Education and Training in autism and Developmental Disabilities 52 (3), 317-331, 2017 | 57 | 2017 |
| In-school service predictors of employment for individuals with intellectual disability J Park, E Bouck Research in developmental disabilities 77, 68-75, 2018 | 54 | 2018 |
| Using the Virtual–Representational–Abstract Approach to Support Students With Intellectual Disability in Mathematics EC Bouck, J Park, J Shurr, L Bassette, A Whorley Focus on Autism and Other Developmental Disabilities 33 (4), 237-248, 2018 | 51 | 2018 |
| Adding it up: Comparing concrete and app-based manipulatives to support students with disabilities with adding fractions EC Bouck, J Shurr, L Bassette, J Park, A Whorley Journal of Special Education Technology 33 (3), 194-206, 2018 | 50 | 2018 |
| Using the concrete-representational-abstract approach to support students with intellectual disability to solve change-making problems E Bouck, J Park, B Nickell Research in developmental disabilities 60, 24-36, 2017 | 50 | 2017 |
| Using the virtual-abstract instructional sequence to support acquisition of algebra EC Bouck, J Park, R Satsangi, K Cwiakala, K Levy Journal of Special Education Technology 34 (4), 253-268, 2019 | 44 | 2019 |
| Using the virtual-abstract instructional sequence to teach addition of fractions EC Bouck, J Park, J Sprick, J Shurr, L Bassette, A Whorley Research in developmental disabilities 70, 163-174, 2017 | 44 | 2017 |
| Social support as a mediator of stress and life satisfaction for people with intellectual or developmental disabilities during the COVID‐19 pandemic MH Fisher, C Sung, RR Kammes, C Okyere, J Park Journal of Applied Research in Intellectual Disabilities 35 (1), 243-251, 2022 | 33 | 2022 |
| Using the Virtual–Representational–Abstract With Overlearning Instructional Sequence to Students With Disabilities in Mathematics J Park, EC Bouck, MH Fisher The Journal of Special Education 54 (4), 228-238, 2021 | 33 | 2021 |
| Using a virtual manipulative intervention package to support maintenance in teaching subtraction with regrouping to students with developmental disabilities J Park, EC Bouck, JP Smith Journal of Autism and Developmental disorders 50, 63-75, 2020 | 31 | 2020 |
| Virtual manipulatives as assistive technology to support students with disabilities with mathematics EC Bouck, J Park, K Stenzel Preventing School Failure: Alternative Education for Children and Youth 64 …, 2020 | 30 | 2020 |
| App-Based Manipulatives and the System of Least Prompts to Support Acquisition, Maintenance, and Generalization of Adding Integers EC Bouck, J Park Education and Training in Autism and Developmental Disabilities 55 (2), 158-172, 2020 | 26 | 2020 |
| Learning Fraction Concepts Through the Virtual-Abstract Instructional Sequence EC Bouck, J Park, K Cwiakala, A Whorley Journal of Behavioral Education 29, 519-542, 2020 | 24 | 2020 |
| Using a virtual number line and corrective feedback to teach addition of integers to middle school students with developmental disabilities EC Bouck, H Long, J Park Journal of Developmental and Physical Disabilities 33, 99-116, 2021 | 23 | 2021 |
| App-based manipulatives and explicit instruction to support division with remainders EC Bouck, J Park, K Levy, K Cwiakala, A Whorley Exceptionality 28 (1), 45-59, 2020 | 23 | 2020 |
