| Special education reforms in Ireland: changing systems, changing schools N Kenny, S McCoy, G Mihut International Journal of Inclusive Education, 1-20, 2020 | 69 | 2020 |
| Six reports of children with autism spectrum disorder following intensive behavioral intervention using the Preschool Inventory of Repertoires for Kindergarten (PIRK®) M McGarrell, O Healy, G Leader, J O’Connor, N Kenny Research in Autism Spectrum Disorders 3 (3), 767-782, 2009 | 44 | 2009 |
| Developing the characteristic spirit of publicly managed schools in a more secular and pluralist Ireland J O’Flaherty, O McCormack, J Gleeson, B O’Reilly, E O’Grady, N Kenny Cambridge Journal of Education 48 (3), 317-333, 2018 | 32 | 2018 |
| Three years of intensive applied behavior analysis: A case study. O Healy, J O'Connor, G Leader, N Kenny Journal of Early and Intensive Behavior Intervention 5 (1), 4, 2008 | 30 | 2008 |
| A systematic review of the experiences of autistic young people enrolled in mainstream second-level (post-primary) schools F Horgan, N Kenny, P Flynn Autism 27 (2), 526-538, 2023 | 22 | 2023 |
| Transformative Inclusion: Differentiating Qualitative Research Methods to Support Participation for Individuals With Complex Communication or Cognitive Profiles N Kenny, A Doyle, F Horgan International Journal of Qualitative Methods 22, 16094069221146992, 2023 | 13 | 2023 |
| “Science of the singular”: an explanatory single case study of whole school guidance counselling in Ireland L Hearne, P King, T Geary, N Kenny International Journal for Educational and Vocational Guidance 18, 315-335, 2018 | 13 | 2018 |
| A case study analysis of a whole school approach to guidance counselling in a voluntary school in the Irish post primary sector L Hearne, P King, N Kenny, T Geary University of Limerick, 2016 | 13 | 2016 |
| Competing arbitrary and non-arbitrary relational responding in normally developing children and children diagnosed with autism N Kenny, D Barnes-Holmes, I Stewart The Psychological Record 64, 755-768, 2014 | 10 | 2014 |
| Incivility in higher education: Challenges of inclusion for Neurodiverse students with traumatic brain injury in Ireland T Shiels, N Kenny, R Shiels, P Mannix-McNamara Societies 11 (2), 60, 2021 | 7 | 2021 |
| Competing arbitrary and nonarbitrary stimulus relations: The effect of exemplar training in adult participants N Kenny, S Devlin, D Barnes-Holmes, Y Barnes-Holmes, I Stewart The Psychological Record 64, 53-61, 2014 | 6 | 2014 |
| Mapping experiences of pathological demand avoidance in Ireland A Doyle, N Kenny Journal of Research in Special Educational Needs 23 (1), 52-61, 2023 | 5 | 2023 |
| “I saw things through a different lens…”: An Interpretative Phenomenological Study of the Experiences of Autistic Teachers in the Irish Education System C O’Neill, N Kenny Education Sciences 13 (7), 670, 2023 | 4 | 2023 |
| “A different world”–Supporting self-efficacy among teachers working in special classes for autistic pupils in Irish primary schools. C Egan, N Kenny REACH: Journal of Inclusive Education in Ireland 35 (1), 2022 | 3 | 2022 |
| Exploring the Attitudes of School Staff Towards the Role of Autism Classes in Inclusive Education for Autistic Students: A Qualitative Study in Irish Primary Schools C Rice, N Kenny, L Connolly Education Sciences 13 (9), 889, 2023 | 2 | 2023 |
| Children and Adolescents with Intellectual Disability C Doyle, N Kenny Intellectual Disabilities: Health and Social Care Across the Lifespan, 71-87, 2023 | 2 | 2023 |
| Crossroads: Collaboration at the intersection of pandemic and post-pandemic times P Tiernan, N Kenny, A McCarren Education Sciences 13 (3), 288, 2023 | 2 | 2023 |
| Transmethodology: an innovative research approach for inclusion studies for those with Traumatic Brain Injury T Shiels, N Kenny, R Shiels, P Mannix-McNamara Outlines. Critical Practice Studies 22, 304-340, 2021 | 2 | 2021 |
| A Whole Education Approach to Inclusive Education: Conceptualising a Sustainable Future for Inclusive Education Provision N Kenny, S McCoy, JOH Norman EdArXiv, 2023 | 1 | 2023 |
| Teacher experiences of using the Aistear early childhood curriculum framework to support inclusion for autistic pupils within Irish mainstream primary schools L McGrath, N Kenny REACH: Journal of Inclusive Education in Ireland 35 (2), 2022 | 1 | 2022 |
