| Is the use of labels in special education helpful? F Lauchlan, C Boyle Support for learning 22 (1), 36-42, 2007 | 296 | 2007 |
| Responding to chronic non-attendance: A review of intervention approaches F Lauchlan Educational psychology in Practice 19 (2), 133-146, 2003 | 171 | 2003 |
| Bilingualism in Sardinia and Scotland: Exploring the cognitive benefits of speaking a ‘minority’language F Lauchlan, M Parisi, R Fadda International journal of bilingualism 17 (1), 43-56, 2013 | 162 | 2013 |
| Frameworks for practice in educational psychology: A textbook for trainees and practitioners T MacKay, F Lauchlan, G Lindsay, J Monsen, N Frederickson, J Gameson, ... Jessica Kingsley Publishers, 2016 | 114 | 2016 |
| Applied psychology and the case for individual casework: some reflections on the role of the educational psychologist C Boyle, F Lauchlan Educational Psychology in Practice 25 (1), 71-84, 2009 | 113 | 2009 |
| Educational inclusion in E ngland: origins, perspectives and current directions F Lauchlan, S Greig Support for learning 30 (1), 69-82, 2015 | 75 | 2015 |
| The psychological assessment of learning potential F Lauchlan, J Elliott British Journal of Educational Psychology 71 (4), 647-665, 2001 | 74 | 2001 |
| Motivation in the Junior Years: International perspectives on children's attitudes, expectations and behaviour and their relationship to educational achievement JG Elliott, N Hufton, L Illushin, F Lauchlan Oxford Review of Education 27 (1), 37-68, 2001 | 69 | 2001 |
| Scared to lose control? General and health locus of control in females with a phobia of vomiting AL Davidson, C Boyle, F Lauchlan Journal of clinical psychology 64 (1), 30-39, 2008 | 61 | 2008 |
| Inclusive education and the politics of difference: Considering the effectiveness of labelling in special education A Arishi, C Boyle, F Lauchlan British Psychological Society, 2017 | 60 | 2017 |
| Dynamic Assessment and its Potential for Educational Psychologists: Part 2‐The zone of next development? P Stringer, J Elliott, F Lauchlan Educational Psychology in Practice 12 (4), 234-239, 1997 | 35 | 1997 |
| Dynamic assessment and its potential for educational psychologists: Part 1‐Theory and practice J Elliott, F Lauchlan, P Stringer Educational Psychology in Practice 12 (3), 152-160, 1996 | 33 | 1996 |
| Improving learning through dynamic assessment: A practical classroom resource F Lauchlan, D Carrigan Jessica Kingsley Publishers, 2013 | 27 | 2013 |
| Assessing potential: the search for the philosophers stone? J Elliot, F Lauchlan Educational and Child Psychology 14 (4), 6-16, 1997 | 23 | 1997 |
| The advance of research and evaluation skills by EPs: implications for training and professional development M Eodanable, F Lauchlan Educational psychology in Practice 25 (2), 113-124, 2009 | 21 | 2009 |
| The nature of bilingualism and implications for educational psychologists L Fraser Educational & Child Psychology 31 (2), 8-20, 2014 | 20 | 2014 |
| The “Italian model” of full inclusion: Origins and current directions F Lauchlan, R Fadda, C Boyle, KJ Topping What works in inclusion, 31-40, 2012 | 19 | 2012 |
| Feeding back the results of dynamic assessment to the child M Landor, F Lauchlan, D Carrigan, H Kennedy Advances in Speech Language Pathology 9 (4), 346-353, 2007 | 18 | 2007 |
| To label or not to label: Is this the question? Commentary on Bishop, DVM, Ten questions about terminology for children with unexplained language problems F Lauchlan, C Boyle International Journal of Language and Communication Disorders 49 (4), 381-415, 2014 | 17 | 2014 |
| Improving learning through dynamic assessment F Lauchlan The Educational and Developmental Psychologist 29 (2), 95-106, 2012 | 17 | 2012 |
