| Teachers attitudes toward their included students with disabilities BG Cook, M Tankersley, L Cook, TJ Landrum Exceptional children 67 (1), 115-135, 2000 | 547 | 2000 |
| Nonexperimental quantitative research and its role in guiding instruction BG Cook, L Cook Intervention in School and Clinic 44 (2), 98-104, 2008 | 362 | 2008 |
| Evidence-based practices in special education: Some practical considerations BG Cook, M Tankersley, L Cook, TJ Landrum Intervention in School and Clinic 44 (2), 69-75, 2008 | 274 | 2008 |
| Priorities and understanding of faculty members regarding college students with disabilities. L Cook, PD Rumrill, M Tankersley International Journal of Teaching and Learning in Higher Education 21 (1), 84-96, 2009 | 264 | 2009 |
| Moving research into practice: Can we make dissemination stick? BG Cook, L Cook, TJ Landrum Exceptional Children 79 (2), 163-180, 2013 | 198 | 2013 |
| Research designs and special education research: Different designs address different questions BG Cook, L Cook Learning Disabilities Research & Practice 31 (4), 190-198, 2016 | 114 | 2016 |
| Evidence-based practices for students with emotional and behavioral disorders: Improving academic achievement C Farley, C Torres, CT Wailehua, L Cook Beyond Behavior 21 (2), 37-43, 2012 | 101 | 2012 |
| Facilitating the effective implementation of evidence-based practices through teacher-parent collaboration BG Cook, KG Shepherd, SC Cook, L Cook Teaching Exceptional Children 44 (3), 22-30, 2012 | 72 | 2012 |
| Leveraging evidence-based practice through partnerships based on practice-based evidence. BG Cook, L Cook Learning Disabilities: A Contemporary Journal 14 (2), 143-157, 2016 | 70 | 2016 |
| Examining the role of group experimental research in establishing evidenced-based practices L Cook, BG Cook, TJ Landrum, M Tankersley Intervention in School and Clinic 44 (2), 76-82, 2008 | 70 | 2008 |
| Using single–case research designs to examine the effects of interventions in special education DM Maggin, BG Cook, L Cook Learning Disabilities Research & Practice 33 (4), 182-191, 2018 | 68 | 2018 |
| Forty years of reading intervention research for elementary students with or at risk for dyslexia: A systematic review and meta‐analysis C Hall, K Dahl‐Leonard, E Cho, EJ Solari, P Capin, CL Conner, AR Henry, ... Reading Research Quarterly 58 (2), 285-312, 2023 | 63 | 2023 |
| Treatment fidelity: What it is and why it matters LMH Sanetti, BG Cook, L Cook Learning Disabilities Research & Practice 36 (1), 5-11, 2021 | 62 | 2021 |
| A replication by any other name: A systematic review of replicative intervention studies BG Cook, LW Collins, SC Cook, L Cook Remedial and Special Education 37 (4), 223-234, 2016 | 60 | 2016 |
| Qualitative methods in special education research MM Leko, BG Cook, L Cook Learning Disabilities Research & Practice 36 (4), 278-286, 2021 | 57 | 2021 |
| Evidence–based reviews: How evidence–based practices are systematically identified BG Cook, LW Collins, SC Cook, L Cook Learning Disabilities Research & Practice 35 (1), 6-13, 2020 | 49 | 2020 |
| Making sense of single–case design effect sizes DM Maggin, BG Cook, L Cook Learning Disabilities Research & Practice 34 (3), 124-132, 2019 | 49 | 2019 |
| When in Rome...: Influences on Special Education Student-Teachers' Teaching. L Cook International Journal of Special Education 22 (3), 118-130, 2007 | 49 | 2007 |
| Null Hypothesis Significance Testing and p Values JC Travers, BG Cook, L Cook Learning Disabilities Research & Practice 32 (4), 208-215, 2017 | 41 | 2017 |
| A preliminary examination to identify the presence of quality indicators in single-subject research M Tankersley, BG Cook, L Cook Education and Treatment of Children, 523-548, 2008 | 41 | 2008 |
