| Practitioner review: The effectiveness of solution focused brief therapy with children and families: A systematic and critical evaluation of the literature from 1990–2010 C Bond, K Woods, N Humphrey, W Symes, L Green Journal of Child Psychology and Psychiatry 54 (7), 707-723, 2013 | 230 | 2013 |
| A systematic literature review of qualitative research methods for eliciting the views of young people with ASD about their educational experiences R Fayette, C Bond European Journal of Special Needs Education 33 (3), 349-365, 2018 | 96 | 2018 |
| Educational interventions for children with ASD: A systematic literature review 2008–2013 C Bond, W Symes, J Hebron, N Humphrey, G Morewood, K Woods School Psychology International 37 (3), 303-320, 2016 | 68 | 2016 |
| Systematic review of Solution Focused Brief Therapy (SFBT) with children and families K Woods, C Bond, N Humphrey, W Symes, L Green London: Department for Education, 2011 | 58 | 2011 |
| What does belonging mean for young people who are International New Arrivals H Cartmell, C Bond Educational & Child Psychology 32 (2), 89-101, 2015 | 50 | 2015 |
| Educating persons with autistic spectrum disorder–A systematic literature review C Bond, W Symes, J Hebron, N Humphrey, G Morewood Sch Psychol Int 37, 303-20, 2016 | 46 | 2016 |
| The school experiences of autistic girls and adolescents: A systematic review C Tomlinson, C Bond, J Hebron European journal of special needs education 35 (2), 203-219, 2020 | 41 | 2020 |
| Developing mainstream resource provision for pupils with autism spectrum disorder: Staff perceptions and satisfaction C Bond, J Hebron European Journal of Special Needs Education 31 (2), 250-263, 2016 | 38 | 2016 |
| A systematic review of the development and psychometric properties of loneliness measures for children and adolescents A Cole, C Bond, P Qualter, M Maes International journal of environmental research and public health 18 (6), 3285, 2021 | 37 | 2021 |
| How does growth mindset inform interventions in primary schools? A systematic literature review H Savvides, C Bond Educational Psychology in Practice 37 (2), 134-149, 2021 | 36 | 2021 |
| An exploration of primary to secondary school transition planning for children with Down’s syndrome L Lightfoot, C Bond Educational Psychology in Practice 29 (2), 163-179, 2013 | 35 | 2013 |
| The role of school psychologists in child protection and safeguarding K Woods, C Bond, K Tyldesley, P Farrell, N Humphrey School Psychology International 32 (4), 361-376, 2011 | 34 | 2011 |
| Developing mainstream resource provision for pupils with autism spectrum disorder: Parent and pupil perceptions J Hebron, C Bond European Journal of Special Needs Education 32 (4), 556-571, 2017 | 33 | 2017 |
| What do we know about home education and autism? A thematic synthesis review S O’Hagan, C Bond, J Hebron Research in Autism Spectrum Disorders 80, 101711, 2021 | 32 | 2021 |
| A qualitative study of specialist schools’ processes of eliciting the views of young people with autism spectrum disorders in planning their transition to adulthood R Fayette, C Bond British journal of special education 45 (1), 5-25, 2018 | 30 | 2018 |
| A UK and Ireland survey of educational psychologists’ intervention practices for students with autism spectrum disorder L Robinson, C Bond, J Oldfield Educational Psychology in Practice 34 (1), 58-72, 2018 | 27 | 2018 |
| The relationship between motor skills difficulties and self-esteem in children and adolescents: A systematic literature review K Lodal, C Bond Educational Psychology in Practice 32 (4), 410-423, 2016 | 27 | 2016 |
| The effectiveness of SFBT with children, schools and families: a systematic and critical review of the literature from 1990-2010. C Bond, K Woods, N Humphrey, W Symes Journal of Child Psychology and Psychiatry 54 (7), 707-723, 2013 | 27 | 2013 |
| Mental health needs in schools for emotional, behavioural and social difficulties L Hackett, L Theodosiou, C Bond, C Blackburn, F Spicer, R Lever British Journal of Special Education 37 (3), 148-155, 2010 | 27 | 2010 |
| Linking regulation of practitioner school psychology and the United Nations Convention on the Rights of the Child: The need to build a bridge K Woods, C Bond School Psychology International 35 (1), 67-84, 2014 | 23 | 2014 |
Neil HumphreyUniversity of Manchester在 manchester.ac.uk 的电子邮件经过验证
