RPSD 

Research and Practice for Persons with Severe Disabilities (RPSD) (ISSN 0274-9483) [formerly known as JASH] is one of the most respected scientific journals in the disabilities field.  The aim of the journal is to publish innovative research, conceptual and position papers, and reflections on practices that promote full inclusion, acceptance, and equality for persons with severe disabilities. The journal carries more articles on such topics as inclusion, augmentative and alternative communication, supported living, supported employment, issues of early childhood, self-advocacy and self-determination, positive behavioral supports, disability rights, family support, and other issues of concern than any other publication available today. It is the premier vehicle for the dissemination of progressive research in the disability field.

RPSD is published quarterly by TASH. It emphasizes articles that report original research, authoritative and comprehensive reviews, and conceptual and practical position papers that offer new directions and descriptions and examinations of effective assessment and instructional practices and service delivery model program.

Few journals carry the reputation, respect, and esteem that RPSD has achieved. Since 1975, RPSD has changed covers, colors, titles, editors and editorial boards, but what has not changed is the profound commitment to research and practice that promotes and furthers the quality of life of individuals with severe disabilities and their families, and provide  insight on the best ways we can achieve full acceptance, inclusion, and support for persons with severe disabilities.

RPSD is unique because of our mission to maintain a commitment to both scholarship and a person-centered value base. As a scholarly journal, RPSD's additional mission is to provide credible and valid information of the highest caliber to the field. Each manuscript undergoes the rigor of peer review and is evaluated according to the standards of the particular methodology used, as well as its potential to make a significant contribution to field. Because RPSD does not have an allegiance to one particular research approach, it is open to and strongly encourages multiple ways of acquiring knowledge. It is a journal in which all approaches to learning new information are welcome. It is also a place where we should feel free to question traditionally held or cherished assumptions, and to respectfully challenge one another in an effort to discover the best practices.

As an example of the types of articles published in RPSD, Volume 32, Number 4, Winter 2007 includes: 

Featured Article
Farewell and Reflections from the Editor Fredda Brown

Articles
Peer Supports as an Alternative to Individually Assigned Paraprofessionals in Inclusive High School Classrooms
Erik Carter, Lynn Sisco, Macid Melekoglu, and Colleen Kurkowski

Transitioning to and Sustaining District-Wide Inclusive Services: A 7-Year Study of a District’s Ongoing Journey and Its Accompanying Complexities
Diane Ryndak, Ric Reardon, Susan Benner, and Theresa Ward

The Cumulative Cost-Effectiveness of Supported and Sheltered Employees With Mental Retardation
Robert Cimera

An Unheard Voice: Korean American Parents’ Expectations, Hopes, and Experiences Concerning Their Adolescent Child’s Future
Kyeong-Hwa Kim, Youngsun Lee, and Mary Morningstar

Exchange
Can “Special” Programs for Children With Autism Spectrum Disorders be Inclusive?
Susan Marks

Welcome Editorial - Martin Agran, RPSD Editor

Have Something Important to Say? Say it in the Exchange 
The purpose of Exchange is to provide a forum for thought-provoking discussion on topical issues related to the mission of the journal and the TASH organization.

EDITORIAL POLICY and AUTHOR GUIDELINES