| Exceptional children: An introduction to special education WL Heward (No Title), 1996 | 2739 | 1996 |
| Student involvement in individualized education program meetings DW Test, C Mason, C Hughes, M Konrad, M Neale, WM Wood Exceptional Children 70 (4), 391-412, 2004 | 387 | 2004 |
| Effects of self-determination interventions on the academic skills of students with learning disabilities M Konrad, CH Fowler, AR Walker, DW Test, WM Wood Learning Disability Quarterly 30 (2), 89-113, 2007 | 313 | 2007 |
| Effects of the self-directed IEP on student participation in planning meetings SA Arndt, M Konrad, DW Test Remedial and Special Education 27 (4), 194-207, 2006 | 204 | 2006 |
| Beyond involvement: Promoting student ownership of learning in classrooms PE Chan, KJ Graham-Day, VA Ressa, MT Peters, M Konrad Intervention in School and Clinic 50 (2), 105-113, 2014 | 169 | 2014 |
| Self-determination interventions' effects on the academic performance of students with developmental disabilities CH Fowler, M Konrad, AR Walker, DW Test, WM Wood Education and training in developmental disabilities, 270-285, 2007 | 160 | 2007 |
| A meta-analytic review of guided notes M Konrad, LM Joseph, E Eveleigh Education and Treatment of Children, 421-444, 2009 | 153 | 2009 |
| Teaching writing for keeps SR Alber-Morgan, T Hessler, M Konrad Education and treatment of children 30 (3), 107-128, 2007 | 143 | 2007 |
| Teaching students with intellectual or developmental disabilities to write: A review of the literature LM Joseph, M Konrad Research in developmental disabilities 30 (1), 1-19, 2009 | 128 | 2009 |
| A meta‐analytic review of the cover‐copy‐compare and variations of this self‐management procedure LM Joseph, M Konrad, G Cates, T Vajcner, E Eveleigh, KM Fishley Psychology in the Schools 49 (2), 122-136, 2012 | 120 | 2012 |
| The critical role of feedback in formative instructional practices PE Chan, M Konrad, V Gonzalez, MT Peters, VA Ressa Intervention in School and Clinic 50 (2), 96-104, 2014 | 100 | 2014 |
| The effects of self-monitoring of story elements on the reading comprehension of high school seniors with learning disabilities T Crabtree, SR Alber-Morgan, M Konrad Education and Treatment of Children 33 (2), 187-203, 2010 | 91 | 2010 |
| Word boxes improve phonemic awareness, letter–sound correspondences, and spelling skills of at-risk kindergartners S Keesey, M Konrad, LM Joseph Remedial and Special Education 36 (3), 167-180, 2015 | 80 | 2015 |
| Effects of GO 4 IT... NOW! strategy instruction on the written IEP goal articulation and paragraph-writing skills of middle school students with disabilities M Konrad, DW Test Remedial and Special Education 28 (5), 277-291, 2007 | 77 | 2007 |
| Evidence-based instruction is not enough: Strategies for increasing instructional efficiency M Konrad, S Helf, LM Joseph Intervention in School and Clinic 47 (2), 67-74, 2011 | 68 | 2011 |
| A model for aligning self-determination and general curriculum standards M Konrad, AR Walker, CH Fowler, DW Test, WM Wood Teaching Exceptional Children 40 (3), 53-64, 2008 | 67 | 2008 |
| Using guided notes to enhance instruction for all students M Konrad, LM Joseph, M Itoi Intervention in school and clinic 46 (3), 131-140, 2011 | 65 | 2011 |
| ACCESS! Teaching writing skills to students with intellectual disability HI Cannella-Malone, M Konrad, RC Pennington Teaching Exceptional Children 47 (5), 272-280, 2015 | 64 | 2015 |
| Setting clear learning targets to guide instruction for all students M Konrad, S Keesey, VA Ressa, M Alexeeff, PE Chan, MT Peters Intervention in School and Clinic 50 (2), 76-85, 2014 | 64 | 2014 |
| Using IEP goals and objectives to teach paragraph writing to high school students with physical and cognitive disabilities M Konrad, K Trela, DW Test Education and Training in Developmental Disabilities, 111-124, 2006 | 62 | 2006 |
Laurice JosephThe Ohio State Universirty在 osu.edu 的电子邮件经过验证
