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Psychology

D-Index
48
Citations
9666
World Ranking
5921
National Ranking
3213

Overview

Martha L. Thurlow is affiliated with the University of Minnesota in the United States. Their research spans the fields of psychology and social sciences, with a focus on several subfields including safety research, clinical psychology, speech and hearing, developmental and educational psychology, and social psychology.

The primary topics of Martha L. Thurlow's work center on disability education and employment, family and disability support research, adolescent and pediatric healthcare, bullying and victimization, autism spectrum disorder research, behavioral and psychological studies, and assistive technology in communication and mobility.

Martha L. Thurlow has published research in multiple venues, including:

  • The Journal of Special Education
  • Journal of Autism and Developmental Disorders
  • Career Development and Transition for Exceptional Individuals
  • Research and Practice for Persons with Severe Disabilities
  • Journal of International Special Needs Education

Among recent research papers, notable works include:

  • "Exploring Predictors of Bullying and Victimization of Students with Autism Spectrum Disorder (ASD): Findings from NLTS 2012" (2021) in the Journal of Autism and Developmental Disorders
  • "IEP/Transition Planning Participation Among Students With the Most Significant Cognitive Disabilities: Findings From NLTS 2012" (2020) in Career Development and Transition for Exceptional Individuals
  • "Parents' Postsecondary Education Expectations for Students with Autism, Intellectual Disability, and Multiple Disabilities: Findings From NLTS 2012" (2020) in Research and Practice for Persons with Severe Disabilities
  • "An Analysis of Disability Groupings and Transition Planning Experiences" (2021) in The Journal of Special Education
  • "Youth and Parent Participation in Transition Planning in the U.S.A.: Findings from the National Longitudinal Transition Study 2012 (NLTS 2012)" (2022) in Journal of International Special Needs Education

Frequent collaborators of Martha L. Thurlow include:

  • David R. Johnson
  • John M. LaVelle
  • Ernest C. Davenport
  • Xueqin Qian
  • Yi-Chen Wu

Best Publications

  • Critical Issues in Special Education

    James E. Ysseldyke;Robert Algozzine;Martha L. Thurlow

  • School Dropouts Prevention Considerations, Interventions, and Challenges

    Sandra L. Christenson;Martha L. Thurlow

  • Promoting School Completion of Urban Secondary Youth with Emotional or Behavioral Disabilities

    Mary F. Sinclair;Sandra L. Christenson;Martha L. Thurlow

  • Generalizations from Five Years of Research on Assessment and Decision Making: The University of Minnesota Institute:

    James E. Ysseldyke;Martha Thurlow;Janet Graden;Caren Wesson

  • Where Students With the Most Significant Cognitive Disabilities Are Taught Implications for General Curriculum Access

    Harold Kleinert;Elizabeth Towles-Reeves;Rachel Quenemoen;Martha L. Thurlow

  • Testing Students With Disabilities: Practical Strategies for Complying With District and State Requirements

    Martha L. Thurlow;Judy L. Elliott;James E. Ysseldyke

  • Universal Design Applied to Large Scale Assessments (NCEO Synthesis Report)

    Martha Thurlow;Christopher Johnstone;Sandra Thompson

  • Critical Instructional Factors for Students With Mild Handicaps An Integrative Review

    Sandra L. Christenson;James E. Ysseldyke;Martha L. Thurlow

  • Students with Disabilities Who Drop Out of School: Implications for Policy and Practice. Issue Brief: Examining Current Challenges in Secondary Education and Transition.

    Martha L. Thurlow;Mary F. Sinclair;David R. Johnson

  • A Summary of Research on the Effects of Test Accommodations: 1999 through 2001 (NCEO Technical Report)

    Sandra Thompson;Amanda Blount;Martha Thurlow

  • Five of the Most Frequently Allowed Testing Accommodations in State Policy Synthesis of Research

    Sara E. Bolt;Martha L. Thurlow

  • High-Stakes Testing of Students with Disabilities:

    Martha L. Thurlow;David R. Johnson

  • State Policies on Assessment Participation and Accommodations for Students with Disabilities

    Martha L. Thurlow;Sheryl S. Lazarus;Sandra J. Thompson;Amanda Blount Morse

  • Positive Educational Results for All Students The Promise of Standards-Based Reform

    Martha L. Thurlow

  • Instructional Arrangements: Perceptions from General Education.

    James E. Ysseldyke;Martha L. Thurlow;Joseph W. Wotruba;Paula A. Nania

  • Educational Accountability and Students with Disabilities: Issues and Challenges:

    Margaret J. McLaughlin;Martha Thurlow

  • Current Assessment and Decision-Making Practices in Model LD Programs

    Martha L. Thurlow;James E. Ysseldyke

  • Meeting the Challenge of Transition Service Planning through Improved Interagency Cooperation

    David R. Johnson;Robert H. Bruininks;Martha L. Thurlow

  • Standards-based Reform and Students with Disabilities: Reflections on a Decade of Change.

    Martha L. Thurlow

  • An Investigation of the Exclusion of Students With Disabilities in National Data Collection Programs

    Kevin S. McGrew;Martha L. Thurlow;Amy N. Spiegel

  • Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from The National Longitudinal Transition Study 2012. Volume 3: Comparisons over Time. Executive Summary. NCEE 2018-4008.

    Stephen Lipscomb;Joshua Haimson;Albert Y. Liu;John Burghardt

  • State Policies on Assessment Participation and Accommodations for Students with Disabilities, 2003. Synthesis Report 56.

    Ann T. Clapper;Amanda B. Morse;Sheryl S. Lazarus;Sandra J. Thompson

Frequent Co-Authors

James E. Ysseldyke
James E. Ysseldyke University of Minnesota
Bob Algozzine
Bob Algozzine University of North Carolina at Charlotte
Sandra L. Christenson
Sandra L. Christenson University of Minnesota
Kevin S. McGrew
Kevin S. McGrew University of Minnesota
Gerald Tindal
Gerald Tindal University of Oregon
Stanley L. Deno
Stanley L. Deno University of Minnesota
Daniel J. Reschly
Daniel J. Reschly Vanderbilt University
Mark R. Shinn
Mark R. Shinn University of Oregon

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