AlbinR. W.HorrocksC. R.FergusonD. L., & WilcoxB. (1990, December), Effects of functional us. nonfunctional curriculum activities on perceived expectations and intentions to affiliate of typical junior high school students. Paper presented at the annual conference of The Association for Persons with Severe Handicaps, Chicago.
2.
BatesP.MorrowS. A.PancsofarE., & SedlackR. (1984). The effect of functional vs. nonfunctional activities on attitudes/expectations of non-handicapped college students: What they see is what we get. Journal of The Association for Persons with Severe Handicaps, 9, 73–78.
3.
BaumgartD.BrownL.PurapianI.NisbetJ.FordA.SweetM.MessinaR., & SchroederJ. (1982). Principle of partial participation and individualized adaptations in educational programs for severely handicapped students. Journal of The Association for the Severely Handicapped, 7(2), 17–27.
4.
CarrE. G.RobinsonS.TaylorJ. C., & CarlsonJ. I. (1990). Positive approaches to the treatment of severe behavior problems in persons with developmental disabilities: A review and analysis of reinforcement and stimulus-based procedures. Seattle: The Association for Persons with Severe Handicaps.
5.
GuessD.BensonH. A., & Siegel-CauseyE. (1985). Concepts and issues related to choice-making and autonomy among persons with severe disabilities. Journal of The Association for Persons with Severe Handicaps, 10, 79–86.
6.
MeyerL. H.EichingerJ., & Park-LeeS. (1987). A validation of program quality indicators in educational services for students with severe disabilities. Journal of The Association for Persons with Severe Disabilities. 12, 251–263.
7.
MoonM. S., & BunkerL. (1987). Recreation and motor skills programming. In SnellM. E. (Ed.), Systematic instruction of persons with severe handicaps (3rd ed., pp. 214–244). Columbus, OH: Merrill.
8.
WuerchB. B., & VoeltzL. M. (1982). Longitudinal leisure skills far severely handicapped learners: The Ho'onanea curriculum component. Baltimore: Paul H. Brookes.
9.
YorkJ.VandercookT., & StaveK. (1990). Recreation and leisure activities: Determining the favorites for middle school students. TEACHING Exceptional Children, 22(4), 10–13.