| Accessing the curriculum for pupils with autistic spectrum disorders: Using the TEACCH programme to help inclusion G Mesibov Routledge, 2018 | 168 | 2018 |
| The practical guide to special educational needs in inclusive primary classrooms R Rose, M Howley Sage, 2006 | 131 | 2006 |
| Revealing the hidden social code: Social stories for people with autistic spectrum disorders M Howley, E Arnold Jessica Kingsley Publishers, 2005 | 109 | 2005 |
| Revealing the hidden social code: Social stories for people with autistic spectrum disorders M Howley, E Arnold Jessica Kingsley Publishers, 2005 | 109 | 2005 |
| El acceso al currículo por alumnos con trastornos del espectro del autismo: uso del Programa TEACCH para favorecer la inclusión G Mesibov, M Howley Ávila: Autismo Ávila, 2010, 2010 | 86 | 2010 |
| MENTAL HEALTH AND SEN: Mental health and special educational needs: exploring a complex relationship R Rose, M Howley, A Fergusson, J Jament British Journal of Special Education 36 (1), 3-8, 2009 | 57 | 2009 |
| An approach to supporting young people with autism spectrum disorder and high anxiety to re-engage with formal education–the impact on young people and their families D Preece, M Howley International Journal of adolescence and Youth 23 (4), 468-481, 2018 | 51 | 2018 |
| Outcomes of structured teaching for children on the autism spectrum: does the research evidence neglect the bigger picture? M Howley Journal of Research in Special Educational Needs 15 (2), 106-119, 2015 | 42 | 2015 |
| An investigation into an interaction programme for children on the autism spectrum: outcomes for children, perceptions of schools and a model for training K Jones, M Howley Journal of Research in Special Educational Needs 10 (2), 115-123, 2010 | 29 | 2010 |
| Accessing the curriculum for learners with autism spectrum disorders: Using the TEACCH programme to help inclusion G Mesibov, M Howley, S Naftel Routledge, 2015 | 20 | 2015 |
| Structured teaching for individuals with visual impairments M Howley, D Preece British Journal of Visual Impairment 21 (2), 78-83, 2003 | 20 | 2003 |
| Policies and practice for the management of individual learning needs M Howley, S Kime Strategies to promote inclusive practice, 34-49, 2003 | 15 | 2003 |
| Multidisciplinary use ofstructured teaching'to promote consistency of approach for children with autistic spectrum disorder M Howley, D Preece, T Arnold Educational and Child Psychology 18 (2), 41-52, 2001 | 15 | 2001 |
| An investigation into the impact of social stories on the behaviour and social understanding of four pupils with autistic spectrum disorder M Howley Doing research in special education, 89-111, 2013 | 11 | 2013 |
| Responding to the mental health needs of young people with profound and multiple learning disabilities and autistic spectrum disorders: issues and challenges A Fergusson, M Howley, R Rose Mental Health and Learning Disabilities Research and Practice 5 (2), 240-251, 2008 | 10 | 2008 |
| Responding to the mental health needs of young people with profound and multiple learning disabilities and autistic spectrum disorders: issues and challenges A Fergusson, M Howley, R Rose Mental Health and Learning Disabilities Research and Practice 5 (2), 240-251, 2008 | 10 | 2008 |
| Entitlement or denial? The curriculum and its influences upon inclusion processes R Rose, M Howley Enabling Inclusion: blue skies… dark clouds, 2001 | 10 | 2001 |
| Asperger’s Syndrome in further and higher education students M Howley Last accessed 8, 2013 | 7 | 2013 |
| El acceso al Currículo para alumnos con TEA. Programa TEACCH G Mesibov, M Howley Ávila: Autismo Ávila, 2011 | 7 | 2011 |
| Facilitating group work for pupils with autistic spectrum disorders by combining jigsawing and structured teaching M Howley, R Rose Good Autism Practice (GAP) 4 (1), 20-25, 2003 | 4 | 2003 |
