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Social Sciences and Humanities

D-Index
38
Citations
4880
World Ranking
6011
National Ranking
2860

Overview

Robert A. Gable is affiliated with Old Dominion University in the United States. Their work primarily spans the fields of Psychology and Mathematics, with a focus on subfields such as Clinical Psychology, Developmental and Educational Psychology, Statistics and Probability, Cognitive Neuroscience, and Education.

Their recent scholarly output includes three papers. The 2023 paper titled "Facilitating implementation of low-intensity supports: the importance of professional learning and treatment integrity" was published in the journal Preventing School Failure Alternative Education for Children and Youth. In 2021, research appeared in Education Sciences with the work "Lessons from the Past and Challenges for the Future: Inclusive Education for Students with Unique Needs". Another contribution in 2020 titled "Looking for a pattern: Error analysis as a diagnostic assessment for making instructional decisions to promote academic success" was also published in Preventing School Failure Alternative Education for Children and Youth.

Frequent publication venues for Robert A. Gable include:

  • Preventing School Failure Alternative Education for Children and Youth
  • Education Sciences

The research topics addressed in these works reflect concentrations in:

  • Behavioral and Psychological Studies
  • Family and Disability Support Research
  • Autism Spectrum Disorder Research
  • Cognitive and developmental aspects of mathematical skills
  • Mathematics Education and Teaching Techniques
  • Statistics Education and Methodologies
  • Child and Adolescent Psychosocial and Emotional Development

Collaborative research efforts have involved coauthors such as William Evans, Amany Habib, Lucia Tabacu, Silvana M. R. Watson, and Laura C. Chezar, each contributing to various aspects of the scientific inquiries.

Best Publications

  • Back to Basics: Rules, Praise, Ignoring, and Reprimands Revisited

    Robert A. Gable;Peggy H. Hester;Marcia L. Rock;Kimberly G. Hughes

  • Can You Hear Me Now? Evaluation of an Online Wireless Technology to Provide Real-Time Feedback to Special Education Teachers-In-Training

    Marcia L. Rock;Madeleine Gregg;Beth K. Thead;Sarah E. Acker

  • REACH: a framework for differentiating classroom instruction

    Marcia L. Rock;Madeleine Gregg;Edwin Ellis;Robert A. Gable

  • Are we on the Right Course? Lessons Learned about Current FBA/BIP Practices in Schools

    Richard Van Acker;Lynn Boreson;Robert A. Gable;Thomas Potterton

  • Cyberbullying: Prevention and Intervention to Protect Our Children and Youth

    John Snakenborg;Richard Van Acker;Robert A. Gable

  • Importance, Usage, and Preparedness to Implement Evidence-based Practices for Students with Emotional Disabilities: A Comparison of Knowledge and Skills of Special Education and General Education Teachers

    Robert A. Gable;Stephen W. Tonelson;Manasi Sheth;Corinne Wilson

  • Middle and High School Students' Perceptions on Being Friends with Peers with Severe Disabilities:

    Jo M. Hendrickson;Mohsen Shokoohi-Yekta;Susan Hamre-Nietupski;Robert A. Gable

  • Evidence-Based Strategies for Improving the Reading Comprehension of Secondary Students: Implications for Students with Learning Disabilities

    Silvana M. R. Watson;Robert A. Gable;Sabra B. Gear;Kimberly C. Hughes

  • Forty Years Later —The Value of Praise, Ignoring, and Rules for Preschoolers at Risk for Behavior Disorders

    Peggy P. Hester;Jo M. Hendrickson;Robert A. Gable

  • An Examination of School Climate in Effective Alternative Programs

    Mary Magee Quinn;Jeffrey M. Poirier;Susan E. Faller;Robert A. Gable

  • Putting Quality Functional Assessment into Practice in Schools: A Research Agenda on Behalf of E/BD Students.

    Mary M. Quinn;Robert A. Gable;Jim Fox;Robert B. Rutherford

  • Lessons Learned From Research on Early Intervention: What Teachers Can Do to Prevent Children's Behavior Problems

    Peggy P. Hester;Heather M. Baltodano;Jo M. Hendrickson;Stephen W. Tonelson

  • A Comparison of Teacher Approval and Disapproval Statements across Categories of Exceptionality.

    Robert A. Gable;Jo M. Hendrickson;Clifford C. Young;Richard E. Shores

  • How Are They Now? Longer Term Effects of eCoaching Through Online Bug-In-Ear Technology

    Marcia L. Rock;Randall E. Schumacker;Madeleine Gregg;Pamela W. Howard

  • Maintaining the Integrity of FBA-based Interventions in Schools.

    Robert A. Gable;Jo M. Hendrickson;Richard Van Acker

  • Unraveling the Complex Nature of Mathematics Learning Disability: Implications for Research and Practice

    Silvana M. R. Watson;Robert A. Gable

  • Time after Time Online: An Extended Study of Virtual Coaching during Distant Clinical Practice.

    Marcia Rock;Madeleine Gregg;Robert Gable;Naomi Zigmond

  • Factors Associated With Student Resilience: Perspectives of Graduates of Alternative Education Programs

    Staci M. Zolkoski;Lyndal M. Bullock;Robert A. Gable

  • The Power of Virtual Coaching.

    Marcia L. Rock;Naomi P. Zigmond;Madeleine Gregg;Robert A. Gable

  • Early Intervention with Children at Risk of Emotional/behavioral Disorders: A Critical Examination of Research Methodology and Practices

    Peggy P. Hester;Heather M. Baltodano;Robert A. Gable;Stephen W. Tonelson

  • Behavioral Problems in Schools: Ways To Encourage Functional Behavior Assessment (FBA) of Discipline-Evoking Behavior of Students with Emotional and/or Behavioral Disorders (EBD).

    Jo M. Hendrickson;Robert A. Gable;Maureen A. Conroy;James Fox

Frequent Co-Authors

Maureen A. Conroy
Maureen A. Conroy University of Florida
Phillip S. Strain
Phillip S. Strain University of Denver
Naomi Zigmond
Naomi Zigmond University of Pittsburgh
Steven F. Warren
Steven F. Warren University of Kansas
Bob Algozzine
Bob Algozzine University of North Carolina at Charlotte
C. Michael Nelson
C. Michael Nelson University of Kentucky
Johnny L. Matson
Johnny L. Matson Louisiana State University
Charles R. Greenwood
Charles R. Greenwood University of Kansas
Terrance M. Scott
Terrance M. Scott University of Louisville
Antonis Katsiyannis
Antonis Katsiyannis Clemson University

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